Erasmus OER

Pollution! Find a STEM solution!
Open Educational Resources
Sufinancirano sredstvima programa Europske
unije Erasmus+ / Co-funded by the Erasmus+
Programme of the European Union

Table of Contents
Research on air, noise and light pollution.......................................................................................................... 7
Measuring air pollution.................................................................................................................................... 10
Measuring light pollution................................................................................................................................. 12
Measuring noise pollution............................................................................................................................... 14
Scientific method............................................................................................................................................. 16
CATALÀN................................................................................................................................................................ 18
CROATIAN.............................................................................................................................................................. 32
CZECH.................................................................................................................................................................... 45
FRENCH................................................................................................................................................................. 56
GERMAN................................................................................................................................................................ 73
POLISH................................................................................................................................................................... 89
SPANISH............................................................................................................................................................... 105

Title of the project: Pollution! Find a STEM solution!
Project duration: 24 months
Participants: teachers and students from 5 European countries (Croatia, Czech Republic, France, Poland and
Spain)
Audience/fokus: youth, ages 12-15
PROJECT SUMMARY
Pollution! Find a STEM solution! is a two year long cross-curricular project that grew out of identified need for
further development of STEM and ICT skills.
Pisa 2012 results make evident that students’ knowledge is poor and motivation for math and similar subjects is
low. Implying priorities of European Commission, like e-learning, raise motivation and also develop basic skills and
improve knowledge in science, math, physic and ICT.
In addition, the participants support multilingualism by publishing Open Educational Resources in 8 different
languages.
Active learning, peer- teaching, project-based and student-centered pedagogy encourages creativity, vision, coop-
eration and collaboration among students. It improves students attitudes and performance in STEM area of interest.
Activities are divided in 4 categories:
STEM ACTIVITIES are focused on building the devices for measuring air, light and noise pollution in students’
schools and homes, analyzing the data using the scientific method and comparing the results with their peerin
other schools to find a solution.
E-SKILLS, DIGITAL LITERACY AND DIGITAL JOBS are focused on introducing career opportunities in STEM and
ICT, through meetings with scientist and engineers, developing 21st century skills and e-Skills in order for stu-
dents to be more employable in the future. During the digital months the aim is that students from each school
included in the project choose one Web 2.0 tool that they find useful and present it to peers in other countries
on eTwinning platform.
Through CLEAN TEHNOLOGY AND CLEAN ENERGY activities students will build windmill models and solar collec-
tors and visit at least 3 different clean technology and engineering facilities.
RAISING CULTURAL AWARENESS AND EUROPEAN DIMENSION is achieved through collaboration and communi-
cation from the very beginning of the project. It arouse sense of initiative and entrepreneurship, cultural aware-
ness among students and teachers.
Collaborative design tools for making future classroom scenarios such as EDUKATA PROCESS and FLIPPED CLASS-
ROOM SCENARIO is used in some activities to produce OER (Open Educational Resources). They will foster the
quality of educational outcomes but also aim to support long-term effects on the participating schools and par-
ticipants involved. We hope to motivate students to take sustainable actions to increase air and light quality at
schools for themselves and future generations.
To perform tasks we mainly rely on numerous Web 2.0 tools and Twin Space communication platform.To assure
long term benefits we have developed Open Educational Resources that are available for download.

MAIN OBJECTIVES
Main objectives are to increase students’ interest in STEM education and careers and introduce them to all avail-
able new trends in technology, engineering and science in their region by visiting clean technology industries and
strengthening links with them.
One of our goals is to introduce some future digital jobs and create opportunities to meet experts in person or
by using video conference. Students are prepared for rapid technological changes by integration of ICT into class-
room practice more.
Furthermore, the project highlights the importance of solving global environmental issues and improves the
knowledge in the areas of sustainable development and renewable energy. It develops collaborative partnership
between schools and the wider community in formal, non-formal and informal learning.
The project objective was also to make Open Educational Resorces (OER).These lesson materials are offered freely
for STEM areas educators to use and re-use it for teaching.
THE PROJECT RATIONALE
–– to improve the knowledge and grades of students with LOW BASIC SKILLS in math, science, technology and ICT
It is done by approaching the curriculum in an innovative way, offering students to take initiative and develop KEY
COMPETENCIES which are relevant for personal development and facilitate employability. A pedagogy approach
that was not in our daily practice has been applied through activity-based, child-directed learning and peer- learn-
ing method.
–– to improve the quality of education in schools
We have been using ICT in classrooms more. It has improved students motivation. Newer technologies have en-
able students and teachers to collaborate more efficiently.
–– to connect the schools and enrich their curriculum with a COOPERATION WITH INDUSTRY and STEM professionals
In order to inspire and challenge our students, we engage them with presentations and workshops of software de-
velopers, civil engineers, researchers, medical scientists. They serve as role-models and motivators. It is a way to
involve the community in supporting children’s learning and also introduce some FUTURE DIGITAL JOBS and pro-
fessionals with STEM related careers. They show them a wide range of CAREER PROSPECTS that STEM opens up.
–– to increase young Europeans’ interest in STEM education
Schools included in the project have provided more STEM oriented activities. They have brought real–world con-
text and applications of STEM into schools to enrich teaching and increase motivation.
–– to improve collaboration, teamwork and peer feedback
–– to highlight the importance of global environmental issues and improve the knowledge in the areas of sustain-
able development by using 21st century skills (communication skills, decision-making skills, interpersonal skills and
lifelong learning skills)
Through their research, students raise awareness about environmental issues and develop awareness of the ef-
fects of pollution and the need of sustainable living. It motivates students to take sustainable actions to increase
air and light quality at schools for ourselves and future generations.
–– to bust English language use in content
Content-based instructions in English are used during the project. Students had the opportunity to not only de-
velop language skills, but to become more informed citizens, both locally and globally.
–– to inspire and encourage other students and our local community to be actively involved in exploring our environ-
ment and to act
Students have created a sustainable international dialogue and are ready to join and actively participate in new
projects.

INTRODUCTION TO OER
UNESCO believes that “universal access to high quality education
is the key for building peace, sustainable social and economic
development and intercultural dialogue”.
This is the reason why partners of the Erasmus+ project Pollution! Find a STEM solution! decided to share their work
with a large number of teachers and students through Open Educational Resources (OER). These OER are built to of-
fer a free access to teaching resources in science related fields (biology, physics, chemistry, mathematics) technology,
ICT, ecology and health. They are available in 8 different languages (English, Croatian, French, Catalan, Czech, Polish,
Spanish and German) and are designed for students aged 10 to 15 but can be adapted for a different grade levels.
These materials can also be used within CLIL (Content and Language Integrated Learning) approach.
OER consist of 5 FCS (Future Classroom Scenarios) and cover several topics:
1) Research of air; noise and light pollution
2) Measuring air pollution
3) Measuring light pollution
4) Measuring noise pollution
5) The scientific method (Analyzing the measurements)
As it was said by the European Schoolnet Academy,*
every FCS contains six learning activities:
Dream: Teacher presents a design brief to your class but leave room for their interpretation. He/She in-
spires and motivates students to do their best by telling them about the ownership and freedom they have
over the task. The Teacher presents the schedule, and negotiate the assessment criteria with the class.
Students form teams, discuss, question and familiarize themselves with the design brief. The teams refine
their design brief, particularly in a relation for whom are they designed. An initial design challenges and
affects the final design results. Students record reflections and document their work online.
Explore: Student teams explore the context of a topic or question either by observing relevant practices or
environments using digital cameras, notebooks and microphones, or by searching existing works that relate
to the topic or the question by collecting relevant examples that they can use in answering the question or
explaining the topic. They share their collected media files on their blogs and record a reflection. A teacher
guides their search and supports them in the qualification of their material. Note that viewing and qualify-
ing video material can be time consuming. Spending time viewing videos that contain inaccurate informa-
tion, can be a detour from which a pedagogically meaningful conversation may arise, and may provide stu-
dents with a first-hand experience about the appearance of an invalid source. Some students, for example
younger ones, may need more guidance in performing this activity.
Map: Teams analyze their findings on a given question or topic using mind-mapping techniques. They
identify relations, similarities and differences between the examples and/or media files they collected.
Based on their collected information and analysis, the teams refine their answers or explanations to the
given topic or question. Then the teams record a reflection. Open ended questions can be challenging
for students to answer initially. However, after passing the initial threshold, students are likely to have
inspiring ideas. Students and the teacher record, post and share audio-visual reflections and feedback of
project progress, challenges and future steps. The students slowly build a shared collection of ways to tackle
challenges, which can be used after the project ended.
Make: Based on a design brief and design ideas, student teams start making a product. They create their
first prototype, and discuss it afterwards. The discussion especially relates to how well the design addresses
the identified design challenges. After that they record a reflection and document their activities. Careful
guidance through the learning activities and the process of creation is indispensable for students to keep
their minds on learning potential curricular requirements. Highlight the reflection after this activity and
* European Schoolnet, Future classroom scenario toolkit http://fcl.eun.org/toolkit

ensure that everyone focuses on addressing the needs of an audience. To avoid free-riders or unequal
workload division, a teacher should carefully divide tasks and roles within teams.
Ask and collaborate: After having created a product as part of their work (prototype, presentation, de-
sign, etc.) student teams meet with 2–4 “experts”. These “experts” could be future users, readers, or
recipients of the product created by the team. Expertise may be interpreted broadly, for example, a
construction site worker can be considered to offer deep insight into the everyday practices of people
on a building site. Other students or teachers can also be considered as “experts” in certain areas. The
student teams communicate their ideas using prints, drawings, models or other supporting materials.
The “experts” are encouraged to modify and comment on the product. After the meeting, the students
analyze the comments and decide how to interpret them for their re-design. They then refine their prod-
uct, especially in relation to the challenges, context and added value of the result, record a reflection and
update their documentation. This activity can happen more than once at varying time investments and
can be conducted online or face to face.
Show: Students create a video or a presentation for showing the results of an investigation, a product they
have created or some other piece of work. In the video they also address their learning achievements and
possible future steps. They share this video with other students in the school, their parents and their identi-
fied audience to transfer their learning, to communicate the background of their project, to let others know
about the possibility to remix their work, and to receive feedback for improvement.
Each activity that lasts between 45 and 180 minutes is elaborated through 3 parts:
Goals (learning objectives): what will students learn, which skills will students improve
Description: elaboration of the different tasks, division of the group member responsibilities
Digital technology and tools used: web tools and software required
In addition to the FCS, there are other teaching resources related to this project (videos, tutorials, worksheets) that
can be found on:
http://stemsolution.weebly.com/oer.html
FUTURE CLASSROOM SCENARIOS LEARNING OUTCOMES
– Students will be able to summarize the concept of light, air and sound pollution, its sources and measure-
ments
– Students will be able to investigate the effects of pollution on human health and environment
– Students will be able to identify sources of air, sound and light pollution in different parts of Europe
– Students will be able to construct the measuring devices and measure air, light and sound pollution in their
schools and measure using it
– Students will be able to collect data and analyze it
– Students will be able to explain the scientific method of data analysis (errors of measurements) and will be
able to use it to analyze their measurements
– Students will be able to reproduce about different ways of protection against air, sound and light pollution
– Students will be able to use and compare different web 2.0 tools, see its possibilities and usage in different
school subjects
– Students will be able to translate and work on texts about pollution and Web 2.0 tools in English

LearningStoryName:RESEARCHONAIR,NOISEANDLIGHT
POLLUTION
Agerangeofstudents:10–15yearsold
Numberofstudentsinthisproject:20
Subject:physics,ecology,chemistry,biology,technology,ICT,health
TheOERweremadeintheErasmus+project“Pollution!
FindaSTEMsolution!”
Pollution!FindaSTEMsolution!isatwoyearlongcross-
curricularprojectthatgrewoutofidentifiedneedfor
furtherdevelopmentofSTEMandICTskills.Pisa2012
resultsmakeevidentthatstudents’knowledgeispoor
andmotivationformathandsimilarsubjectsislow.Im-
plyingprioritiesofEuropeanCommission,likee-learning,
willraisemotivationandalsodevelopbasicskillsand
improveknowledgeinscience,math,physicandICT.
Keychallenges,trendsimpactingyourworkatthe
schoolandhowtheylinktotheLearningStory:This
activitiesarealsoaimingtoreinforceyoungEuropeans’
interestinscienceandSTEMeducation,careersandthus
addressanticipatedfutureskillgapswithintheEuropean
Union.StudentswillusethescientificmethodandCLIL
methodology.Theywillunderstandtheimportanceof
scientists,engineersandtechnicians’jobs.Theactivity
providesmathematicalpracticeinrecording,plottingand
analyzingdata,mirroringhowengineerscollectandana-
lyzedatatosolvereal-worlddesignchallenges.
Duration
(couldrangefromacoupleof
minutestoacoupleoflessons)
45min180min180min90min30min45min
LearningActivityDREAMEXPLOREMAPMAKE
ASKAND
COLLABORATE
SHOW
Goals
(learningobjectives,tryto
matchthemtoyourcurriculum
and21st
CenturySkills)
– studentslearnabout
differentareasofpollu-
tion:air,noiseandlight,
measurements,robotics,
engineering,ICT
– learnaboutweb2.0tools
– learnaboutassessment
andself-assessment
Studentswillimprove:
– communicationskills
– eSkillsandICT
– independence
– creativityandinnova-
tion
– self-organizationaland
planningskills
– developasenseof
sharedresponsibility
– problemsolvingskills
– collaborativeskills
– researchskills
– criticalthinking
– scienceandmathskills
– usingtheInternetre-
sourcesstudentsexplore
thewaysofresearching
andstudyingdifferent
formsofpollution:air,
noise,light
– studentsgainbasic
knowledgeaboutengi-
neering
– studentsgainknowledge
aboutchemicalreac-
tions,physicallaws,envi-
ronment,health,laws
– researchskills
– self-assessmentand
evaluation
– eSkills
– knowledgeinsome
areasofengineering
andchemistry
– organizationaland
leadershipskills
– understandtheimpor-
tanceofreducingair,
lightandnoisepollution
– identifythecausesofair,
onhumanhealth
– definethecausesofair,
onanimalsandplants
– collaborationskills
planningskills
– eSkills
– creativity
– leadership
– evaluationandfeed-
back
– understandtheimpor-
tanceofreducingthe
pollution
– becomeawareoftheir
influanceontheenviron-
ment
– learnICTandweb2.0
toolsbymakingtheir
presentations
– eSkills
– editingskills
– Englishlanguage
throughworkingindif-
ferentweb2.0tools
– creativity
– leadership
– organizationalskills
– learnhowtomakea
good,successfulpresen-
tation
– learnhowtousepresen-
tationaltools
– usepodcastoranyother
formofrecording
– presentationalskills
– self-assessment
– activelistening
– usingvideorecording
devices
– editingskills
– selfconfidence
– communicationin
English
– studentslearnhowto
presenttheresultsof
theirwork
– studentsboosttheir
confidenceandincrease
theirself-worth
– learntogiveaconstruc-
tivefeedback
– eSkills
– self-motivation
– Selfconfidence
- collaboration

ENG
ASKAND
COLLABORATE
SHOW
Descriptionofeach
learningactivityinthecontext
ofthelearningstory
Studentsdefinevarious
causesandeffectsofpol-
lutionduringtheirbiology,
chemistryandphysics
classes.Theylearnabout
soundinmusicclassesand
physics.Theylearnabout
environmentandenergyef-
ficiencyindifferentclasses.
Theygotacquaintedwith
someweb2.0toolsduring
ICTlessons.
Studentsareteamedup
intofivegroupswhichwill
researchthefollowing
topics:
1. Airpollutiongroup:
studentswillresearch
thecausesandeffects
ofairpollutionandVOC
gasses
2. Noisepollutiongroup:
willresearchthecauses
andeffectsofnoisepol-
lution
3. Lightpollutiongroup:
studentswillresearch
thecausesandeffectsof
lightpollution
4. Web2.0tools:students
willresearchonlineand
tryoutdifferentweb2.0
toolsanddividethem
intocategories.Students
aredividingtheirwork
insidethegroupby
categories.Thosecat-
egoriesare:
a. presentationalweb
2.0tools
b. assessmentweb2.0
tools
c. publishingweb2.0
tools
d. evaluationweb2.0
tools
e. interactiveweb2.0
tools
Studentswithinthegroup
starttheirresearchaccord-
ingtothetopictheyhave
chosenorhavebeengiven.
Studentswritedowntheir
findings,ideasandresearch
whichtheyhavegathered
onagroupPadlet.
Thereisadiscussionand
reflectionoftheproposed
ideasinsideeachgroup.
Ingroupsnumber1,2and
3studentsexploretheIn-
ternetinordertofindthe
causes,effectsandespecial-
lytheideasofhowtore-
searchandmeasureair,light
andnoisepollution,waysto
measurethemandwaysto
reducethepollution.
Groupnumber4dothe
researchondifferentweb
2.0toolstheyplantouse
intheiractivitiesanddivide
thembycategories.They
presentsomethatthey
founduseful(ex.Glogster,
Powtoon,Pixton,Go-
Animate,Mindomo,Kizoa,
Padlet,Linoit,Kahoot,..)to
theirgroup.
Groupnumber5re-
searchesandlearnsabout
assessment,differentkinds
ofassessment(formative
andsummative).Students
exploreexampleshowto
makeasuccessfulevalua-
tion,assessmentandself-
assessment.
Groups1,2and3discusses
withintheirgroupandthe
teacher-mentorandthey
selectgatheredinformation
fortheirpresentation.They
gothroughthematerials
andcheckiftheyhavecrea-
tivecommonslicenses(cc
licenses).Theylearnabout
authorrightsconcerning
photos,artwork,articles
andeverythingfoundon-
line.Theygathertheinfor-
mationabouttheauthors
ofthedatatheyplantouse
inordertocreditthemin
theirpresentation.
Groupnumber4presents
bycategoriestothechosen
web2.0toolstootherstu-
dentsandtheyenumerate
itsadvantagesanddisad-
vantagesandsummarize
howtheycanusethetools
inordertopresentthe
givenissueof:air,noiseor
lightpollution.
Groupnumber5presents
theirideasofevaluation
andevaluationformsthat
theywillusetoevaluate
finalproductsoftheother
groupsandtheirwork.
Sotheydecideamong
themselveswhoisgoingto
evaluatewhichgroupand
thefinalproduct.
Allgroupschosetheirde-
siredweb2.0toolsfortheir
presentations.
Studentsingroups1,2,3
and5startworkingontheir
presentations,interactive
posters,comics,videos,
Googleformsandquiz.
Theydividethework
amongthemselvesintheir
teamsandareconstantly
supervisedbytheteacher
whomentorsthem.
Group4studentsthathave
experiencewithweb2.0
toolshelptheotherstu-
dentsduringtheirworkand
showthemhowtousethe
selectedtool.
Studentsinteractwith
scientists/schoolteach-
ers/otherstudentsfrom
school/foreignstudents
frommajor/capitalcities
aroundtheworldinorder
toaskquestionaboutair,
lightandnoisepollution.
Theypresenttheirideas
andaskforsomesugges-
tions/additionalinforma-
tion.
Studentssharetheirwork-
ingprocesswithother
peersandgetsomefeed-
backabouttheirwork.
Theyfilloutassessment
formsmadebygroup5.
Theyalsoparticipatein
onlinequizzesmadeby
group5.
Group5presentsthere-
sultsoftheirassessment
andtheirobservations
duringtheteamworkinside
eachgroupandgivecon-
structivefeedback.
Thestudentsuploadtheir
worktoasharingplat-
form,suchasYouTubeand
Vimeo,Facebook,Twitter,
eTwinning(TwinSpace)or
studentscreateaWixpage
whichwillbetheplacefor
postingthestudents’work.
Studentscanuploadsome
oftheworktotheschool
website.
Manyofthiscontentcan
beusedinteachingbiology,
physics,ICTorchemistry.
Assessmentofthework
bylocalcommunityand
thepublicisdonethrough
feedbackofthestudents’
peers,commentsontheir
workandthepresentations
donebythestudentsthem-
selves.
Studentswillgiveaself-
reflectionontheirwork
andthedynamicsofthe
teamwork.

ASKAND
COLLABORATE
SHOW
Descriptionofeach
ofthelearningstory
f. collaborativeweb2.0
tools
Thislistwillbehelpful
throughouttheproject
andstudentswilladd
newweb2.0toolsdur-
ingthedurationofthe
projecttothislist.
5. Assessment:makequiz-
zesinordertoevaluate
whathavethestudents
learnedaboutthese
topics
Withintheirgroup,stu-
dentswillgatherallavail-
ableinformationontheir
requestedtopic,videos,
articles,photos,research.
Theywillconnectthe
knowledgetheygained
ontheirbiology,physics,
chemistry,musicclasses
regardingthesetopics.
Theywilluseinternet
searchengines,onlineen-
cyclopediasandYouTube.
Thestudentswillshare
theirideasusingPadletor
similartoolfortheirgroup
collaboration.
Digital
technologiesand
tools
Padlet,TeamUp,Linoit,
Googledocuments
GoogleDocuments,You-
Tube,Padlet,Glogster,
Thinglink,Kizoa,Pixlr,Prezi,
Pixton,PowerPoint,Book-
widgets,Wix,GoAnimate,
Mindomo
Thinglink,Prezi,Pixton,
PowerPoint,Bookwidgets,
Wix,Pictochart,GoAni-
mate,Mindomo
comptuers,mobilephones,
tablets,virtuallabs,cam-
era,GoogleDocuments,
YouTube,Padlet,Glogster,
Thinglink,Kahoot,Google
forms,Prezi,Pixton,Power-
Point,Wix
Skype,email,chat,What-
sApp,Facebook
Wix,eTwinning,Edmodo,
Facebook,projectwebsite,
schoolwebsite,blog,…
LinktotheOER
madeintheE+
project
(someofthealreadymade
OERcanhelpyouinyour
project.Youcanusethemor
justtakethemasguidelines)

ENG
LearningStoryName:MEASURINGAIRPOLLUTION
curricularprojectthatgrewoutofidentifiedneedforfur-
therdevelopmentofSTEMandICTskills.Pisa2012results
makeevidentthatstudents’knowledgeispoorandmotiva-
tionformathandsimilarsubjectsislow.Implyingpriorities
ofEuropeanCommission,likee-learning,willraisemotiva-
tionandalsodevelopbasicskillsandimproveknowledgein
science,math,physicandICT.
Keychallenges,trendsimpactingyourworkattheschool
andhowtheylinktotheLearningStory:Thisactivitiesare
alsoaimingtoreinforceyoungEuropeans’interestinsci-
enceandSTEMeducation,careersandthusaddressantici-
patedfutureskillgapswithintheEuropeanUnion.Students
willusethescientificmethodandCLILmethodology.They
willunderstandtheimportanceofascientists,engineers
andtechniciansjobs.Theactivityprovidesmathematical
practiceinrecording,plottingandanalyzingdata,mirroring
howengineerscollectandanalyzedatatosolvereal-world
designchallenges.
Duration
LearningActivityDREAMEXPLOREMAPMAKEASKANDCOLLABORATESHOW
Goals(learningobjectives,
trytomatchthemtoyour
curriculumand21st
Century
Skills)
-studentslearnaboutair,
volatileorganiccompounds,
measurements,robotics,
ICT,web2.0tools,assess-
ment,howtodoaresearch,
engineering,physics,elec-
tronics
Studentswillimprovetheir:
– eSkillsandICT
– independence
tion
– organizationalandplan-
ningskills
– developasenseof
-exploreaboutair,volatile
organicgassesanddifferent
effectstheycause
-gatherinformationabout
electronics,voltmeter,LED,
wires,resistors,bread-
boardconnections
-learnaboutmeasure-
ments,dependentand
independentvariables
– researchskills
– scienceskills
– mathskills
evaluationskills
– teamwork
– eSkills
Studentswillreflecton
theirowndesignandideas
-todescribeandlistex-
amplesofadverseeffects
resultingfromairpollution
-learnaboutmeasuring
units,electricity,physics
andelectronics,engineer-
ing
-learnaboutweb2.0tools
planningskills
– mathandscienceskills
– eSkills
– creativity
– leadershipandteam-
work
back
-tounderstandhowengi-
neersmeasureandidentify
severalproductsinourhomes
andschoolsthatemitvolatile
organiccompounds
– eSkills
– editingskills
– entrepreneurship
– mathskills
– scienceskills
– ICTskills
– teamwork
– Englishlanguagethrough
theirworkindifferent
web2.0tools
-learntouseSkypeorother
onlinecommunicationap-
plications
-learnaboutabsoluteand
relativeerror
– eSkills
– self-assessment
– activelistening
– peerreview
communicationwith
theirpeers
-studentslearnhowtopre-
senttheresultsoftheirwork
-studentsboosttheircon-
fidenceandincreasetheir
self-worth
– Collaborationskills
– Communicationalskills
– Socialskills
– Englishlanguage
throughcommunica-
tionwithlocalcommu-
nity,scientists…
– eSkills
– mathskills
– analyticalskills
– entrepreneurshipskills
– self-assessment
– self-confidence
Descriptionofeach
ofthelearningstory
Studentslearnaboutair
pollutioninbiology,health
class,chemistry,theylearn
aboutelectronicsandelec-
troniccomponentsintech-
nologyanddifferentweb
2.0toolsinICT.
Studentsreviewtheirtasks,
ideasandresearchthe
topiconmeasuringairpol-
lutionondifferentwebsites,
intheirtextbooksandthey
learnthephysicsandbiol-
ogybehindeachtopicby
collaboratingwiththeolder
studentsintheirteams.
Teamsofstudentsanalyze
theirfindingsinsidetheir
groupsandcollaborate
inordertochoosewhich
materialsandfactsarethey
goingtouseintheirwork,
projectsandpresentations.
Theydividetheresponsi-
bilitiesamongthemselves.
Studentsstartworkingon
theirpresentations,interac-
tiveposters,comics,videos,
andaquiz.
Theydividetheworkamong
themselvesintheirteams
andareconstantlysupervised
bytheteacherwhomentor
them.
StudentsuseSkypetocon-
tactstudentsfromdifferent
countriesanddiscussabout
difficultiesandproblemsthey
encounteredwhenassem-
blingthedeviceandmeasur-
ingtheairqualityinschool
(VOCgasses).Theycanshow
theirworktootherteachers
orevenscientistsinthisarea
worktoasharingplat-
Vimeo,Facebook,eTwin-
ning(TwinSpaceLive)and
Edmodo.Theycaneven
uploadsomeofthework
totheschoolwebsite,pro-
jectwebsiteorsendittoa
digitalnewspaper.

LearningActivityDREAMEXPLOREMAPMAKEASKANDCOLLABORATESHOW
Descriptionofeach
ofthelearningstory
Studentsaredividedin
teams(usingapplicationlike
TeamUp)accordingtotheir
age,competencies,affilia-
tionsandeachteamissup-
posedtocreateatutorial,
shortvideo,presentation
orsimilaronthefollowing
subjects:
1.Airpollution(Glogster)
2.Makingthedevicefor
measuringairpollution-A
measuringairpollution-B
(videotutorial)
4.Tableformeasurements
(workingonatablede-
sign-whenandwhereto
measure)
5.Assessmentgroup(mak-
ingGoogleFormoronline
quiz)
Thetargetedaudienceis
theirpeers,schoolteachers
andlocalcommunity.
Thestudentsbrainstorm
abouttheirideasanddesign
scenariosbysharingthem
onPadletorLinoitwiththeir
teammatesandteachers.
Studentsmakealistofthe
materialsneeded:
– breadboards
– electricalwires
– lightemittingdiode
– VOCsensorTGS2602
– resistorR=46600Ω
– voltmeterormultim-
eter
– 20AAbatteries
– differentVOCsources
fromtheirschooland
home
– laptop
– tablet
Theyallresearchdifferent
web2.0toolstheyplanto
useintheiractivities.Stu-
dentsresearchpresenta-
tionaltoolsandassessment
tools.
Theyhavetochoosewhich
web2.0toolsaregoingto
beused.
Theymakeamaporalittle
scenario,storyboardand
alistofthestepstofinish
theirproject.
Ateamthatisinvestigating
theairpollutionanditsef-
fectsonhumanhealthand
environmentismakinga
Glogsterorusingsomediffer-
entweb2.0tomakeapres-
entationonthesubject.
ActivityMakingthedevice
formeasuringairpollution-A
consistsofmakingastep-by-
stepguidehowtoassemble
themeasuringdevice.
InMakingthedevicefor
measuringairpollution-Bac-
tivitystudentsfilmtheassem-
blingofthemeasuringdevice
andnarrateitinEnglish.They
makeavideotutorial.
Activity4.Tableformeasure-
mentsgathersstudentswork-
ingondesigningatableabout
whenandwheretomeasure.
Theyhavetoknowabout
dependentandindependent
variablesinordertomakethe
tablescientificallycorrect.
Assessmentgroupismakinga
GoogleFormoranonlinequiz
aboutalltheconceptsstudents
havelearnedinthisproject.
Studentsgetfeedbackfrom
theirpeersand/orscientists
andgetevenmoreideasand
motivationtoimprovetheir
workandgetbetterresults.If
studentsarenotabletomeet
scientistsinperson,theycan
writetothemorSkypewith
themthroughanorganized
videoconference.
Studentswillaskafeedback
ontheirwork,frompeers
workingonthedifferenttask,
aboutthesimplicityandthe
senseofunderstandingthe
subject.
Ifneededstudentswillrepeat
themeasurementsorreas-
semblethedeviceproperly.
Otherteachers,students,
parents,localcommunity
canviewandcommentthe
uploadedcontent.
healthclassorchemistry.
Assessmentoftheworkis
donethroughfeedbackof
thestudents’peers,com-
mentsontheirworkand
thepresentationsofthe
studentsthemselves.
Alsofifthgroupofstudents
hasmadeaGoogleForm
aboutassessmentofthis
activitiesandstudents
involvedintheprojecthave
tofillitout.
reflectionandself-assess-
mentontheirworkandthe
dynamicsoftheteamwork.
Digital
technologiesand
tools
TeamUp,GoogleDocu-
ments,YouTube,internet
searchengines,onlineency-
clopedias,Padlet,Glogster,
Padlet
Tube,TED-Ed,Mindmap,
Padlet,Glogster,Thinglink,
Kahoot,Googleforms,Pre-
zi,Weebly,Vimeo,Pixton,
PowerPoint,infographic,
Stickymoose,Bookwidgets,
Linoit,HotPotatoes,Wix
Padlet.Pixton,bubble.
us,Linoit,Popplet,Mind-
meister,Freemind,Prezi,
iPadandtablets
iPad,mobilephones,virtual
labs,camera,GoogleDocu-
ments,YouTube,TED-Ed,Pad-
let,Glogster,Thinglink,Kahoot,
Googleforms,Prezi,Weebly,
Vimeo,Pixton,PowerPoint,in-
fographic,Bookwidgets,Linoit,
HotPotatoes,Wix,different
movieeditingtools
Skype,Padlet,Linoit,Adobe
connect,email,Chat,Viber,
WhatsApp,GoogleForm,
Twitter,Facebook,Edmodo,
Twinspacelive
SocialMedia,Youtube,
Vimeo,eTwinning,Edmodo,
Facebook,Instagram,
projectwebsite,school
website,Twitter,Google
form,StickyMoose,digital
newspaper,blog
LinktotheOER
madeintheE+
project
OERcanhelpyouinyour

ENG
LearningStoryName:MEASURINGLIGHTPOLLUTION
FindaSTEMsolution!”:
Pollution!FindaSTEMsolution!isatwoyearlongcross-cur-
ricularprojectthatgrewoutofidentifiedneedforfurther
developmentofSTEMandICTskills.Pisa2012resultsmake
evidentthatstudents’knowledgeispoorandmotivationfor
mathandsimilarsubjectsislow.ImplyingprioritiesofEuro-
peanCommission,likee-learning,willraisemotivationand
alsodevelopbasicskillsandimproveknowledgeinscience,
math,physicandICT.
methodology.Theywillunderstandtheimportanceofa
providesmathematicalpracticeinrecording,plottingand
analyzingdata,mirroringhowengineerscollectandana-
lyzedatatosolvereal-worlddesignchallenges.
Duration
ASKAND
COLLABORATE
SHOW
Goals
and21st
CenturySkills)
-studentslearnaboutlight
anditscharacteristics,
aboutlightpollutionand
impactonhumanhealth
andenvironment,about
measurements,robotics
– eSkillsandICT
– independent
tion
planningskills
– developasenseof
-exploreaboutlightand
differenteffectsitcauses
LegoIntelligentbrickand
lightsensor
-learnaboutmeasure-
ments,dependentand
– researchskills
evaluation
– eSkills
-todescribeandlistex-
amplesofadverseeffects
resultingfromlightpollu-
tion
-learnaboutsensors,il-
luminance(units:luxnad
lumen)
planningskills
– eSkills
– creativity
– leadership
back
-tounderstandhowengineers
measurelightintensity
– eSkills
– editingskills
workingindifferentweb
2.0tools
onlinecommunicationap-
plications
– collaboration
– selfassessment
– activelistening
– peerreview
-studentslearnhowto
presenttheresultsoftheir
work
self-worth
– eSkills
– Englishlanguage
throughcommunica-
tionwiththeirpeers
andscientists
Descriptionofeach
ofthelearningstory
Studentslearnabout
lightpollutioninbiology,
healthclass,chemistry,
physics,theylearnabout
electronicsandelectronic
componentsintechnol-
ogyanddifferentweb2.0
toolsinICT.
teams(usingapplication
likeTeamUp)andeach
teamismeanttocreate
atutorial,shortvideoor
presentationononeof
thefollowingsubjects:
Studentsreviewtheir
tasks,ideasandresearch
thetopiconmeasuring
lightpollutionondiffer-
entwebsites,intheir
textbooksandtheylearn
thephysicsandbiology
behindeachtopicbycol-
laboratingwiththeolder
studentsintheirteams.
Studentsmakealistof
thematerialsneeded:
– LegoMindstorms
intelligentbrick
Teamsofstudentsanalyze
materialsandfactsarethey
goingtouseintheirwork,
projectsandpresentations.
Teachersmentorsthemin
ordertoselectthebestand
mostrelevantmaterialsand
facts.
theirpresentations,interactive
posters,comics,videos,and
thequiz.
themselvesintheirteamsand
areconstantlysupervisedbythe
teacherswhomentorthem.
Studentswillcontact/meet
with/Skypewithother
studentsfromdifferent
countriesanddiscussabout
difficultiesandproblems
theyencounteredwhen
assemblingthedeviceand
measuringtheintensityin
theirschool.
Theycanshowtheirwork
tootherteachersand/or
scientistsinlocalcommu-
nityoronline.
worktoasharingplat-
form,suchasYouTube
andVimeo,Facebook,
eTwinning(TwinSpace)and
Edmodo.Theycaneven
uploadsomeofthework
totheschoolwebsite,pro-
jectwebsiteorsendittoa
digitalnewspaper.
canviewandcommentthe
uploadedcontent.

ASKAND
COLLABORATE
SHOW
Descriptionofeach
ofthelearningstory
1.Lightpollution(presen-
tation)
measuringlightpollution
measuringlightpollution
(videotutorial)
4.Tableformeasure-
ments(workingon
designingatableabout
whenandwheretomeas-
ure)
5.Assessment(making
googleformoronline
Kahootquiz)
theirpeers,schoolteach-
ersandlocalcommunity.
Thestudentsbrainstorm
abouttheirideasand
designscenariosbyshar-
ingthemwiththeirteam-
matesandteachers.
– lightsensor
– laptop
– applicationformeas-
uringlightintensity
Theyallresearchdifferent
web2.0toolstheyplanto
useintheiractivities.
Theyhavetochoosewhich
web2.0toolsaregoingto
beused.
Theymakeamindmapor
alittlescenario,storyboard
andalistofneededsteps
tofinishtheirproject.
Activities:
1.Lightpollution
Firstteamthatisinvestigating
thelightpollutionanditsef-
fectsonhumanhealthanden-
vironmentismakingaGlogster
orusingsomedifferentweb
2.0tomakeapresentationon
thesubject.
measuringlightpollution-con-
sistsofmakingastep-by-step
guidehowtoassemblethe
measuringdevice.
measuringlightpollution-
studentsmakeavideotutorial
Howtoassemblethemeasur-
ingdevice.Itwillbenarrated
inEnglish.
-gathersstudentsworkingon
designingatableaboutwhen
andwheretomeasure.They
havetoknowaboutdepend-
entandindependentvariables
inordertomakethetable
scientificallycorrect.
5.Assessment-studentspre-
pareagoogleformoranonline
quizaboutalltheconceptsthey
havelearnedinthisproject.
Studentsgetfeedbackfrom
theirpeersand/orscientists
andgetevenmoreideas
andmotivationtoimprove
theirworkandgetbetter
results.
Ifneededstudentswill
repeatthemeasurements
orreassemblethedevice
properly
Muchofthiscontentcan
healthclassorchemistry.
mentsontheirworkand
thestudents’presentations
themselves.
Alsoafifthgroupofstu-
dentshasmadeagoogle
formaboutassessmentof
thisactivitiesandstudents
involvedintheprojecthave
tofillitout.
andthedynamicsofthe
teamwork.
Digital
technologiesand
tools
TeamUp,GoogleDocu-
ments,YouTube,NASA
education,Padlet,Glogster
Tube,TED-Ed,NASAedu-
cation,Padlet,Glogster,
forms,Prezi,Weebly,iPad
Vimeo,Pixton,Power-
Point,infographic,Book-
widgets,Linoit,HotPota-
toes,Wix
us,Popplet,Mindmeister,
Freemind,Prezi,iPadand
tablets
ments,YouTube,TED-Ed,NASA
education,Padlet,Glogster,
Vimeo,Pixton,PowerPoint,in-
fographic,Bookwidgets,Linoit,
HotPotatoes,Wix
Skype,Adobeconnect,
email,Chat,Viber,What-
sApp,Facebook,Edmodo
Facebook,Instagram,
website,digitalnewspaper,
blog…
LinktotheOER
madeintheE+
project(someofthe
alreadymadeOERcanhelp
youinyourproject.Youcan
usethemorjusttakethemas
guidelines)

ENG
LearningStoryName:MEASURINGNOISEPOLLUTION
Subject:Physics,ecology,chemistry,biology,technology,ICT,health
furtherdevelopmentofSTEMandICTskills.That’swhy
thisprojectwasdesignedtomotivatestudentsthrough
theuseof2.0webtools,collaborativeworkingandsocial
sharingoftheownskillsachieved.Implyingprioritiesof
EuropeanCommission,likee-learning,willraisemotiva-
tionandalsodevelopbasicskillsandimproveknowledge
inscience,math,physicandICT.Althoughbeingatech-
nologybasedproject,itisalsocross-curricular,involving
differentdepartmentsoftheschoolandlearningabouta
topicwhichaffectsoureverydaylifeasaschoolandasa
society.
interestinscienceandSTEMeducation,careersand
thusaddressanticipatedfutureskillgapswithinthe
EuropeanUnion.Studentswillusethescientificmeth-
odandCLILmethodology.Theywillunderstandthe
importanceofascientists,engineersandtechnicians
jobs.Theactivityprovidesmathematicalpracticein
recording,plottingandanalyzingdata,mirroringhow
engineerscollectandanalyzedatatosolvereal-world
designchallenges.
Duration
ASKAND
COLLABORATE
SHOW
Goals
and21st
CenturySkills)
Learningabout:
– soundandwaves
– environmentalaware-
ness
– environmentalissues
– effectsofnoisepollution
tohumanandanimal
health
– soundinoursociety
– awarenessonnoisepol-
lution
– awarenessoncultural
traits
– collaborativeskillsand
responsibility
Studentslearnaboutsound,
noise,hearinginbiology,
healthclass,physicsandmu-
sicalclass,theylearnabout
electronicsandelectronic
componentsintechnology
anddifferentweb2.0tools
inICT.
-exploreaboutsoundpol-
lutionanddifferenteffects
itcauses
soundmeters,noise,sound
levels
-learnaboutmeasure-
ments,dependentand
– researchskills
evaluation
– eSkills
-todescribeandlistexam-
plesofadverseeffects
resultingfromsound
pollution
-learnaboutme-
asuringunits,
electricity,electronics,
LEGOMindstormsEV3
Arduino
Studentswillimprove
their:
– Collaborationskills
planningskills
– eSkills
– creativity
– leadership
back
-tounderstandhowengi-
neersmeasureandidentify
noisepollutantsandhow
doesasoundmeterwork
– eSkills
– editingskills
– Englishlanguage
ferentweb2.0tools
theirpresentations,interac-
tiveposters,comics,videos,
andquiz.
themselvesintheirteams
andareconstantlysuper-
visedbytheteacherswho
mentorthem.
Ateamthatisinvestigat-
ingtheAirpollutionandits
effectsonhumanhealth
andenvironmentismaking
aGlogsterorusingsome
differentweb2.0tomakea
presentationonthesubject.
-learntouseSkypeor
otheronlinecommunica-
tionapplications
-learnaboutabsoluteand
relativeerror
Studentswillimprove
their:
– collaboration
– selfassessment
– activelistening
– peerreview
Studentswillcontact/
meetwith/Skypewith
otherstudentsfromdif-
ferentcountriesanddis-
cussaboutdifficultiesand
problemstheyencoun-
teredwhenassembling
thedeviceandmeasuring
soundpollutionintheir
schoolandenvironment.
Theycanshowtheirwork
tootherteachersoreven
scientistsspecializedin
thisarea.
-studentslearnhowto
work
self-worth
Studentswillimprove
their:
– eSkills
– Englishlanguage
throughcommunica-
tionwiththeirpeers
andscientists
skills
worktoasharingplat-
Vimeo,Facebook,eTwin-
ning(TwinSpace)and
Edmodo.Theycaneven
uploadsomeofthework
totheschoolwebsite,
projectwebsiteorsendit
toadigitalnewspaper.

ASKAND
COLLABORATE
SHOW
Descriptionofeach
ofthelearningstory
teams(usingapplicationlike
TeamUp)accordingtotheir
age,competencies,affiliations
andeachteamissupposedto
createantutorial,shortvid-
eo,presentationorsimilaron
oneofthefollowingsubjects:
1.Soundandnoisepollution
(Glogster)
measuringsoundpollution-A
(tutorialinpdfforArduino
baseddevice)
measuringnoisepollution-B
(videotutorial)
(workingondesigningatable
aboutwhenandwhereto
measure)
5.Assessmentgroup(making
googleformoronlinequiz)
theirpeers,schoolteachers
andlocalcommunity.
Thestudentsbrainstormabout
theirideasanddesignscenar-
iosbysharingthemonPadlet
orLinoitwiththeirteammates
andteachers.
Studentsreviewtheir
tasks,ideasandresearch
thetopiconmeasuring
airpollutionondifferent
websites,intheirtextbooks
andtheylearnthephysics
andbiologybehindeach
topicbycollaboratingwith
theolderstudentsintheir
teams.
Studentsmakealistofthe
materialsneeded:
– LEGOEV3Mindstorms
intelligentbrick
– soundsensor
– wires
– batteries
– laptop
– tablet
Theycandoreference
measurementswithsound
sensorattachedtoArduino
breadboard
OruseaNOISEWATCH
smartphoneapplicationor
similar.Theyallresearch
differentweb2.0toolsthey
plantouseintheiractivi-
ties.
Teamofstudentsanalyze
materialsandfactsare
theygoinguseintheir
work,projectsandpresen-
tations.
Theyhavetochoose
whichweb2.0toolsare
goingtobeused.
Theymakeamaporalittle
scenario,storyboardand
alistofthestepstofinish
theirproject.
Makingthedevicefor
measuringnoisepollution-
consistsofmakingastepby
stepguidehowtoassemble
themeasuringdevicewith
LEGOMindstormsEV3or
Arduino.
InMakingthedevicefor
measuringsoundpollution-
Bactivitystudentsfilmthe
assemblingofthemeasur-
ingdeviceandnarrateitin
English.Theymakeavideo
tutorial.
Tableformeasurements
gathersstudentsworking
ondesigningatableabout
whenandwheretomea-
sure.Theyhavetoknow
aboutdependentandinde-
pendentvariablesinorder
tomakethetablescientifi-
callycorrect.
Assessmentgroupismaking
agoogleformoranonline
quizaboutalltheconcept
studentshavelearnedin
thisproject.
Studentsgetfeedback
fromtheirpeersand/or
scientistsandgeteven
moreideasandmotiva-
tiontoimprovetheirwork
andgetbetterresults.
Studentsnotabletomeet
ascientistf2fareableto
writetothemorSkype
withthemthroughanor-
ganizedvideoconference.
Studentswillgivetheir
worktopeersnotworking
onthesamesubjectto
givethemfeedbackabout
thesimplicityandsense
ofunderstandingthe
subject.
Ifneededstudentswill
repeatthemeasurements
orreassemblethedevice
properly
canviewandcomment
theuploadedcontent.
beusedinteachingbiol-
ogy,music,healthclassor
physics.
mentsontheirworkand
thepresentationsofthe
studentsthemselves.
Alsofifthgroupofstudents
hasmadeagoogleform
aboutassessmentofthis
activitiesandstudentsin-
volvedintheprojecthave
tofillitout.
andthedynamicsofthe
teamwork.
Digital
technologiesand
tools
Prezzi,PowerPoint,sound
levelmeter,YouTube,Podcast.
Noisewatchapp(orsimilar).
GoogleDocuments,
YouTube,TED-Ed,NASA
Vimeo,TED-Ed,Pixton,
Bookwidgets,Linoit,HotPo-
tatoes,Wix,
tablets
ments,YouTube,NASAeduca-
tion,Padlet,Glogster,Thing-
link,Kahoot,Googleforms,
Prezi,Weebly,iPadVimeo,
TED-Ed,Pixton,PowerPoint,
infographic,Bookwidgets,
Skype,Adobecon-
nect,email,Chat,viber,
WhatsApp,Facebook,
Edmodo…
Vimeo,eTwinning,Edmo-
do,Facebook,Instagram,
blog…
LinktotheOER
madeintheE+
project
OERcanhelpyouinyour

ENG
LearningStoryName:SCIENTIFICMETHOD
Subject:Physics,ecology,chemistry,biology,technology,ICT,health
furtherdevelopmentofSTEMandICTskills.Pisa2012
resultsmakeevidentthatstudents’knowledgeispoorand
motivationformathandsimilarsubjectsislow.Implying
prioritiesofEuropeanCommission,likee-learning,will
raisemotivationandalsodevelopbasicskillsandimprove
knowledgeinscience,math,physicandICT.
methodology.Theywillunderstandtheimportanceofa
providesmathematicalpracticeinrecording,plotting
andanalyzingdata,mirroringhowengineerscollectand
analyzedatatosolvereal-worlddesignchallenges.
Duration
ASKAND
COLLABORATE
SHOW
Goals
and21st
CenturySkills)
– studentslearnabout
measurements,vari-
ables,errorsofmeas-
urements:mean,rela-
tiveandabsoluteerror
– eSkillsandICT
– independence
– mathskills
planningskills
– developasenseof
Studentsformgroupsusing
TeamUpapplication.
Studentsshouldbedivided
accordingtotheirskillsand
knowledgesoeachgroup
shouldbecomposedof
atleastonestudentwith
greatermathskillsandone
withhigherICTskills.
Groupscanbedivided
accordingtodifferenttypes
ofpollutionandonegroup
candoassessment:
-exploreabouterrorsof
measurements:mean,
relativeandabsoluteerror,
mathematicalandgraphical
results,thereasonswhythey
effectthemeasurements
andhowtoreducethem
units,analytics,data
interpretation
electronics,voltmeter,
LED,wires,breadboard
connections
-learnaboutmeasurements,
dependentandindependent
variables
– researchskills
evaluation
– eSkills
– mathskills
– Analyticalskills
theirownlearning.
-todescribeandlisttypes
oferrors,findexampleson
howtocalculatetheerrors
units,variables,
errors,analytics,data
interpretation
planningskills
– eSkills
– creativity
– leadership
– mathskills
back
Teamsanalyzetheir
findingsonagivenquestion
ortopicusingmind-
mappingtechniques.Mind
mappingcanbedonewith
anonlinetool.
-tounderstandhowto
calculatemean,relative
andabsoluteerrorsof
measurements
-howtoavoidand/
orreduceerrorsof
measurements
-howtoanalysethedata
anddomathematicaland
graphicalanalysisofthe
errors.
– eSkills
– editingskills
– mathskills
– scienceskills
– ICTskills
– team’sskills
– Englishlanguage
ferentweb2.0tools
Basedonadesignbrief
anddesignideas,student
teamsstarttocalculate
anddiscussthereason
fordifferencesinthe
measurementsofall
partners.
onlinecommunication
applications
-learnaboutmean,
absoluteandrelativeerror
anditsapplicationand
importanceinscientific
communityandscientific
work
– eSkills
– self-assessment
– activelistening
– peerreview
– Englishlanguage
throughcommunica-
tionwiththeirpeers
Afterhavingcreateda
productaspartoftheir
workstudentteamsmeet
with2–4“experts”.These
“experts”couldbefuture
users,readers,teachers,
scientistthatspecializein
thefieldofair,lightand/or
noisepollution.
-studentslearnhowto
work
-studentsboosttheir
confidenceandincrease
theirself-worth
– communicationalskills
– socialskills
– Englishlanguage
throughcommunica-
tionwithlocalcom-
munitywhenvisiting
partners,scientists…
– eSkills
– mathskills
– self-assessment
– self-confidence
Studentscreateavideo
orapresentationfor
showingtheresultsofan
investigation,aproduct
theyhavecreatedorsome
otherpieceofwork.

ASKAND
COLLABORATE
SHOW
Descriptionofeach
ofthelearningstory
1. Airpollution
measurements
analysisgroup
2. Soundpollution
measurements
analysisgroup
3. Lightpollution
measurements
analysisgroup
4. Assessmentgroup
Studentsshouldform
subgroupsanddividetheir
responsibilitiesaccordingto
theirskillsandknowledge.
Ifthereisagreaternumber
ofstudents,teachercan
duplicategroupsandask
themtocompareresultsat
theendoftheactivity.
Studentsdiscuss,question
andfamiliarizethemselves
withthedesignbrief.
Theydocumenttheirwork
onlineonLinoitorPadlet.
Studentteamsexplore
thecontextofatopic
orquestioneitherby
observingrelevant
practicesbysearching
existingworksthatrelate
tothetopicorquestion
bycollectingrelevant
examplesthattheycanuse
inansweringthequestion
orexplainingthetopic.
Theysharetheircollected
mediafileswithintheir
group.
Teachermentorsthem
andguidestheirsearch
andsupporttheminthe
qualificationandselection
oftheirmaterial.
Theyidentifyrelations,
similaritiesanddifferences
betweentheexamples
and/ormediafilesthey
collected.
Basedontheircollected
informationandanalysis,
theteamsrefinetheir
answersorexplanationsto
thegiventopicorquestion.
Thentheteamsrecorda
reflection.
Studentsandtheteacher
record,postandshare
audio-visualreflections
andfeedbackofproject
progress,challengesand
futuresteps.
Thestudentsslowlybuild
asharedcollectionof
waystotacklechallenges,
whichcanbeusedafterthe
projectended.
Theycreatetheirfirst
graph,anddiscussit
afterwards.Thediscussion
especiallyrelatestohow
wellthemeasurement
resultsaddressthe
identifiedpollution.
Studentsthenrecorda
reflectionanddocument
theiractivities.Guidance
throughthelearning
activitiesandtheprocess
ofcreationisindispensable
forstudentstokeeptheir
mindsonlearningpotential
curricularrequirements.
Theassessmentgrouptries
toassesstheanalyzeddata
andtriestofinddifferences
andsimilaritiesinthedata
fromdifferentcountries.
Theyalsotrytomake
comparisonsandtriesto
findorguessreasonsfor
differencesandsimilarities.
Otherstudentsorteachers
canalsobeconsideredas
“experts”incertainareas.
Thestudentteams
communicatetheirideas
usinggraphs,prints,
drawings,modelsorother
supportingmaterials.The
“experts”areencouraged
tomodifyandcommenton
theproduct.
Afterthemeetingthe
studentsanalyzethe
commentsanddecide
howtointerpretthem
fortheirre-calculations.
Theythenrefinetheir
product,especiallyin
relationtothechallenges,
contextandaddedvalue
oftheresult,recorda
reflectionandupdatetheir
documentation.Thisactivity
canhappenmorethanonce
atvaryingtimeinvestments
andcanbeconducted
onlineorfacetoface.
Inthevideotheyalso
addresstheirlearning
achievementsandpossible
futurestepsthatare
connectedtoreducing
pollutionintheirschools
andenvironment.They
givetheiropiniononthe
reasonsforthepollution
anddifferencesinpollution
indifferentcountries.
Theysharethis
presentationorvideo
withotherstudentsin
theschool,theirparents
andtheiridentified
audiencetotransfertheir
learning,tocommunicate
thebackgroundoftheir
project,toletothersknow
aboutthepossibilityto
remixtheirwork,toreceive
feedbackandtoshare
ideashowtoimproveour
environment.
Digital
technologiesand
tools
TeamUp,Google
Documents,YouTube,
Padlet,Glogster,Excel,
Prezi,Word
GoogleDocuments,
YouTube,TED-Ed,Padlet,
Glogster,Thinglink,Kahoot,
Googleforms,Prezi,Weebly,
Pixton,Excel,Word,Prezi,
Bookwidgets,Linoit,
tablets
iPad,mobilephones,
virtuallabs,camera,Google
Documents,YouTube,TED-
Ed,NASAeducation,Padlet,
Googleforms,Prezi,
Weebly,iPadVimeo,Pixton,
Bookwidgets,Linoit,
HotPotatoes,Wix
Skype,Adobeconnect,
email,Chat,Viber,
WhatsApp,Facebook,
Edmodo…
Facebook,Instagram,
Prezi,blog…
LinktotheOER
madeintheE+
project
OERcanhelpyouinyour

CAT
Tíol:RECERCASOBRELACONTAMINACIÓLUMÍNICA,
ACÚSTICAIDEL’AIRE
Edatdelsalumnes:10–15anys
Nombred’alumnesalprojecte:25
Matèries:Física,Ecologia,Química,Biologia,Tecnologia,Informàtica,Ciènciesdelasalut
LesOERformenpartdelprojecteErasmus+“Pollution!
Pollution!FindaSTEMsolution!ésunprojectecurricular
dedosanysdeduradaquevasorgirapartirdelaneces-
sitatdedesenvolupamentdeleshabilitatsTIC(tecno-
logiesdelainformacióicomunicació)iSTEM(ciències,
tecnologia,enginyeriaimatemàtiques).Elsresultats
delesprovesPISAde2012varenferpalèselbaixnivell
deconeixementidemotivacióperlesmatemàtiquesi
lesàreesafinsdel’alumnat.Prioritatsfonamentalsde
laComissióeuropea,come-learning,podencontribuir
aincrementarlamotivació,desenvoluparleshabilitats
bàsiquesimillorarelsconeixementsenciències,mate-
màtiques,físicaiTIC.
Reptesclau,tendènciesqueinfluencienlafeinaal’es-
colaicomesrelacionenambelrelatdel’aprenentatge.
Aquestesactivitatsesproposenreforçarl’interésdels
joveseuropeuspelquefaal’educacióenciènciaiSTEM,
anticipant-seapossiblescarènciesfutures.Elsestudiants
utilitzaranelmètodecientíficilametodologiaCLILiinici-
enlacomprensiódelaimportànciadelesfeinesdelsci-
entífics,enginyersitècnicsengeneral.L’activitatpromou
lapràcticamatemàticaenlaselecció,recollidaianàliside
lesdadesireprodueixlaformacomelstecnòlegsresolen
elsreptesqueplantegenelsproblemesderivatsdesitu-
acionsreals.
Duració
(entredosminutsidues
sessions)
Activitat
d’Aprenentatge
SOMMIAREXPLORARESQUEMATITZARFER
PREGUNTARI
COL·LABORAR
PRESENTAR
Objectius
(objectiusd’aprenentatgesque
coincideixinambleshabilitats
delsegle21)
– Aprendresobrediferents
àreesdecontaminació:
acústica,lumínicaide
l’aireitambésobreme-
sures,robòtica,tecnolo-
giaiTIC
Elsalumnesmilloraran:
– leshabilitatscomuni-
catives
– lescompetènciesTIC
– l’autonomia
– lacreativitat
– lescapacitatsd’orga-
nitzacióiplanificació
– laresponsabilitatcom-
partida
– eltreballcooperatiu
– leshabilitatsderesolu-
ciódeproblemes
– leshabilitatsdere-
cerca
– elpensamentcrític
– Explorar,utilitzantrecur-
sosd’Internet,lesformes
d’investigarid’estudiar
lesdiferentsformesde
contaminació.
– Aprendresobreeines
2.0.
– Iniciarelsalumness’ini-
ciaraneneldissenytec-
nològic.
– Aprendransobrereacci-
onsquímiques
Elsestudiantsmilloraran:
cerca
– l’avaluacióil’autoava-
luació
– lescompetènciesen
lesàreesdetecnologia
iquímica.
– Entendrelaimportància
dedisminuirlacontami-
nació
– Aprendresobreeines2.0
– leshabilitatsdecol·
laboració
– lescapacitatsorganit-
zativesideplanificació
– lacreativitat
– ellideratge
– leshabilitatspersolu-
cionarproblemes
– l’avaluacióifeedback
– Entendrelaimportància
dedisminuirlacontami-
nació-
– Conscienciarelsalumnes
delessevespossibilitats
d’influirenelmediam-
bient.
Elsestudiantsmilloraranles
seves:
– competènciesTIC
– habilitatsd’edició
– iniciativa
– aprenentatgedel’an-
glèsambl’úsdeles
eines2.0.
– col·laboració
– creativitat
– Aprendreapresentar-se
– Utilitzarpodcastouna
altraeinadegravació
– leshabilitatsenla
presentació-l’autoa-
valuació
– l’escoltaactiva
– lautilitzaciód’einesde
gravaciódevídeo
– Aprendreapresentarels
resultatsdelafeina
– Promourel’autoestimai
laconfiançadelsalumnes
– Aprendresobreavaluació
constructiva.
catives
– leshabilitatsdepre-
sentació

Activitat
d’Aprenentatge
PREGUNTARI
COL·LABORAR
PRESENTAR
Descripció
delesactivitatsd’aprenentatge
enelcontextdelahistòria
d’aprenentatge)
Elsestudiantsaprenenso-
brelesdiversescausesdela
contaminacióalesclasses
deBiologia,FísicaiQuímica
ise’lspresentenleseines
2.0quepodenutilitzarala
classed’informàtica.
Espresentaalsalumnesels
efectesdelacontaminació:
peraire,acústicailumínica.
Enequipsde4participen
enunaplujad’ideesso-
brelescausesprincipals.
Llavorsllegeixenlesseves
ideesenveualta.
Posteriormentelsalumnes
esdivideixenen3grupsque
investigaranelstemesde:
– contaminaciódel’aire
– contaminacióacústica
– contaminaciólumínica.
L’alumnatcompartiràles
sevesideesutilitzantl’eina
Padlet.
Elsestudiantsdebatenles
ideesquehanrecollital
Padled.Hihaunadiscussió
ireflexiósobrelesidees
proposades.
Enequips,l’alumnatexplo-
raaInternetpertrobarles
causes,elsefectesi,especi-
alment,ideesperinvestigar
imesurarlacontaminació
queelscorrespongui.
Aleshoresinvestigaranles
diferentseines2.0que
vulguinutilitzarenlesseves
activitats:
Glogster,Powtoon,Pixton,
Go-animate,Mindomo,o
qualsevolaltrequevulguin
.Finalmentipresentaranel
treballdel’equip.
Totselsequipspresenten
alsaltresl’eina2.0que
utilitzaran,enumeraran
elsseusavantatgeside-
savantatgesiresumeixen
coml’utilitzaranl’einaper
presentareltemaadjudi-
cat:contaminaciódel’aire,
sorollillum.
Enprimerllocelsestu-
diantsqueestanenels
diferentsequipsinvestigant
sobrelacontaminacióde
l’aire,elsorollolallumes
divideixenenparelleso
grupsdetrespertreballar
méseficaçmentutilitzant
leseines2.0.
Elsestudiantscomencen
atreballarenlesseves
presentacions,pòsters
interactius,còmics,vídeosy
qüestionaris..
Divideixeneltreballentre
totsisonsupervisatsper-
manentmentperunprofes-
sorqueelsorienta.
Elsalumnesesposenen
contacteatravésd’Skype
ambaltresalumnesdedife-
rentsciutatsipaïsosperfer
preguntessobrelamena
decontaminacióquetenen
adjudicada.
Presentenlessevesidees
idemanensuggerimentsi
informacióaddicional.
Elsalumnescomparteixen
elprocésambaltrescom-
panysirebenretorn(fe-
edback)sobrelasevafeina.
Elsalumnescompartiranels
seustreballsenunapla-
taformaonlinecom:You-
TubeoVimeo,Facebook
oeTwinning(TwinSpace).
Algundelsalumnespotser
responsabledecrearuna
planaWixpertaldepenjar
lafeinadelsseuscom-
panys.Tambépodencom-
partirpartdelseutreballa
lawebdel’escola.
Bonapartd’aquestcontin-
gutespotutilitzarenl’en-
senyamentdelaBiologia,
Física,QuímicaolesTIC.
L’avaluaciódelatascaesfa
mitjançantelscomentaris
delscompanyssobreles
presentacionsdelsalum-
nes..
Elsalumnesfanunaautore-
flexiósobreelseutreballI
lesdinàmiquesdel’equip.
Tecnologiesieines
digitals
PadletGoogleDocuments,You-
Thinglink,Prezi,Pixton,
PowerPoint,Bookwidgets,
Wix,GoanimateiMindomo
GoogleDocuments,YouTu-
be,Padlet,Glogster,Thin-
glink,Prezi,Pixton,Power-
Point,Bookwidgets,Wix,
GoanimateiMindomo
labs,càmara,GoogleDo-
cuments,YouTube,NASA
Thinglink,Kahoot,Google-
forms,Prezi,Weebly,iPad-
Vimeo,Pixton,PowerPoint,
Skype,email,Chat,What-
sApp,Facebook,…
eTwinning,Edmodo,Fa-
cebook,projectwebsite,
schoolwebsite,blog
EnllaçalesOER
realitzadesenel
projecteE+
(algunesdelesOERrealitzades
podenajudar-vosenelvostre
projecte.Podeuutilitzar-les
comaguia)

CAT
Nom:MESURANTLACONTAMINACIÓDEL’AIRE
dedosanysdeduradaquevasorgirapartirdelanecessi-
tatdedesenvolupamentdeleshabilitatsTIC(tecnologies
delainformacióicomunicació)iSTEM(ciències,tecnolo-
gia,enginyeriaimatemàtiques).Elsresultatsdelesproves
PISAde2012varenferpalèselbaixnivelldeconeixement
idemotivacióperlesmatemàtiquesilesàreesafinsde
l’alumnat.PrioritatsfonamentalsdelaComissióeuropea,
come-learning,podencontribuiraincrementarlamoti-
vació,desenvoluparleshabilitatsbàsiquesimillorarels
coneixementsenciències,matemàtiques,físicaiTIC.
Aquestesactivitatsesproposenreforçarl’interèsdels
acionsreals.
Duració
sessions)
Activitat
d’Aprenentatge
PREGUNTARICOL.
LABORAR
PRESENTAR
Objectius
(objectiusd’aprenentatgeque
delsegle21)
Aprendresobre:
– l’aire
– compostosorgànics
volàtils
– mesures
– robòtica
catives
– l’autonomia
– lacreativitaticapacitat
d’innovació
– laplanificació
– laresoluciódeproble-
mes
– elsentitderesponsa-
bilitatcompartida
– -Explorarsobrelacon-
taminaciódel’aire,els
gasosvolàtilsorgànics
(VOC)ielsdiversosefec-
tesquecausen
– Reunirinformaciósobre
electrònica,voltímetres,
LED,cablesiconnexions
deprotoboard(panellde
connexions).
– Aprendresobremesures
ambvariablesdepen-
dentsiindependents
cerca
– ‘avaluacióil’autoava-
luació
– Lescompetències
digitals
Elsalumnesreflexionaran
sobreelpropidissenyiles
sevesidees
– Descriureienumerarels
efectesadversosdela
contaminaciódel’aire
– Aprendresobreunitats
demesura,electricitati
electrònica.
seves:
– habilitatsdecol·
laboració
– capacitatsorganitzati-
vesideplanificació
– competènciadigital
(TIC)
– creativitat
– lideratge
– habilitatspersolucio-
narproblemes
– avaluacióifeedback
– Entendrecomelstecnò-
legsmesureniidentifi-
quen,alesnostrescases
iescoles,diversospro-
ductesqueemetencom-
postosorgànicsvolàtils.
– lescompetènciesdi-
gitals
– leshabilitatsd’edició
– l’iniciativa
– l’aprenentatgede
l’anglèsambl’úsdeles
eines2.0.
– Aprendreautilitzar
l’Skypeialtreseinesde
comunicacióonline
– Aprendresobrel’error
absolutirelatiu
– lacol·laboració
– l’autoavaluació
– lacoavaluació
presentació
resultatsdeltreball
catives
– lacompetènciadigital
l’anglèsenlescomuni-
cacionsambcientíficsi
elsseusigualsd’altres
països
– lainiciativa
sentació

Activitat
d’Aprenentatge
PREGUNTARICOL.
LABORAR
PRESENTAR
Descripció
d’aprenentatge)
Elsalumnesaprenensobre
contaminaciódel’aireales
classesdeBiologia,Salut,
Química;sobreelectrònica
icomponentselectrònicsa
Tecnologiaisobreeines2.0
aInformàtica.
Elsestudiantsesdivideixen
enequips(utilitzantaplica-
cionscomTeamUp)segons
lasevaedat,capacitats,
afinitatsycadaequipcrea
untutorial,vídeocurto
presentaciósobreundels
temessegüents:
1.Contaminaciódel’aire
(Glogster)
2.Construirundispositiu
permesurarlacontaminació
del’aire–A(tutorialenpdf)
3.Construirundispositiu
permesurarlacontaminació
del’aire-B(vídeotutorial)
4.Taulademesures(disse-
nyarunataulasobrequani
onmesurar)
5.Avaluaciódegrup(ferun
formularionlineounqües-
tionari)
Elpúblicdelasevapresen-
taciósonelsseuscompanys,
elprofessoratIlarestadela
comunitateducativa
Elsalumnesparticipenen
unaplujad’ideesiformula-
randiferentshipòtesisque
compartiranambelsseus
companysd’equipiamb
elprofessoratmitjançant
PadletoLinoit.
Elsalumnesrevisenles
sevestasques,ideesire-
cerquensobrelamesurade
lacontaminaciódel’airea
diferentswebs,llibresde
text,iaprenenconceptes
deBiologiaiFísicacol·
laborantambelscompanys
delsseuequip.
Elsestudiantsfanunallista
delsmaterialsqueneces-
siten:
– Protoboard(Panellde
connexions
– cableselèctric
– díodeemissordellum
– VOCsensorTGS2602
– resistènciaR=46600Ω
– voltímetreomultí-
metre
– 20pilesAA
– fontsdeVOCdecasa
sevaodel’escola
– ordinadorportàtil
– tablet
Tambéexaminen
einesweb2.0perutilitzar
enelsevesactivitats.
Elsequipsd’alumnesanalit-
zenlessevesdescobertesi
col·laborenperescollirels
materialsifetsqueutilitza-
ranenelseutreball,pro-
jectesipresentacions.
Aixímateix,hand’escollir
l’eina2.0queutilitzaran.
Améshandeconstruirun
esquemaoguiógràficila
llistad’etapesperfinalitzar
elseuprojecte.
qüestionaris.
sorqueelsguia.
L’equipqueinvestigala
contaminaciódel’aireiels
seusefectessobrelasalut
humanaimediambiental
elaboraunGlogsterouti-
litzadiferentseinesweb
2.0perferunapresentació
sobreeltema.
Activitat:Construirel
dispositiupermesurarla
contaminaciódel’aire-A.
Consisteixenferunaguia
perencaixarell’aparell
mesuradorpasperpas.
Enelmomentdeconstruir
l’aparellpermesurarla
contaminaciódel’aireels
alumnesfilmenelprocésI
l’expliquenenllenguaangle-
sa.Fanuntutorialdevídeo.
Elsalumnesdissenyenuna
tauladerecollidadedades
queinclouquanionme-
surar.Handeconsiderar
variablesdependentsIinde-
pendentspertalquelataula
siguicientíficamentcorrecta.
Elgrupavaluadorelaboraun
qüestionarionlinesobreels
conceptesqueelsalumnes
hanaprèsenelprojecte.
Elsalumnesesposenen
ambaltresalumnesde
diferentspaïsosIcomenten
lesdificultatsques’han
trobatalmuntarl’aparell
permesurarlacontamina-
ciódel’aireal’escolail’en-
torn.Podenmostrarelseu
treballad’altresprofessors
oinclúsacientíficsespecia-
listesenaquestaàrea.
Elsalumnesrebenfeedback
delsseuscompanysi/oels
científicsiaconsegueixen
ideesImotivaciópermi-
llorarelseutreballiacon-
seguirmillorsresultats.Els
quenopuguintrobar-se
ambuncientíficcaraacara
podrienfer-hoperescrito
enunavideoconferència
organitzada.
Elsestudiantspresenten
lasevafeinaalscompanys
quenotreballinelmateix
temairecullenlasevaopi-
niósobrelasimplicitatila
comprensiódeltema.
Siésnecessariesrepetiran
lesmesuresoelmuntatge
deldispositiucorrectament.
lasevafeinaenunaplata-
formaonlinecom:YouTube
oVimeo,Facebook,eTwin-
ning(TwinSpace)iEdmodo.
Tambépodencompartir-les
alapàginawebdel’escola,
alawebdelprojecteo
enviar-laaundiaridigital.
D’aquestamaneraaltres
professors,alumnesIlares-
tadelacomunitateducati-
vapodranveureIcomentar
elcontingut.
Bonapartd’aquestcontin-
gutespotutilitzarenl’en-
senyamentdelaBiologia,
QuímicaoCiènciesdela
salut.
L’avaluaciódelatascaesfa
amitjançantelscomentaris
nes..
D’altrabanda,ungrup
d’estudiantsconfeccionaun
formularideGooglesobre
l’avaluaciód’aquestesac-
tivitatsIelsalumnesim-
plicatsenelprojectel’han
d’omplir.
Elsalumnesfanunaauto-
reflexiósobreelseutreball
isobrelesdinàmiquesde
l’equip.

CAT
Activitat
d’Aprenentatge
PREGUNTARICOL.
LABORAR
PRESENTAR
Tecnologiesieines
digitals
YouTube,Padlet,Teamup,
Glogster,Googledocs,
NASAeducation
Tube,NASAeducation,
Kahoot,Googleforms,Prezi,
Weebly,iPadVimeo,TED-
Ed,Pixton,PowerPoint,
Padlet.Pixton,bubble.us,
Popplet,Mindmeister,Free-
mind,Prezi,iPaditablets
labs,càmara,GoogleDo-
cuments,YouTube,TED-Ed,
NASAeducation,Padlet,
Googleforms,Prezi,Wee-
bly,iPadVimeo,PowerPoint,
Skype,Adobeconnect,
Facebook,Instagram,pro-
jectwebsite,schoolwebsite,
digitalnewspaper,blog,...
EnllaçalesOER
realitzadesenel
projecteE+
comaguia)

Nom:MEASURANTLACONTAMINACIÓLUMÍNICA
dedosanysdeduradaquevasorgirapartirdelanecessitat
dedesenvolupamentdeleshabilitatsTIC(tecnologiesde
lainformacióicomunicació)iSTEM(ciències,tecnologia,
enginyeriaimatemàtiques).ElsresultatsdelesprovesPISA
de2012varenferpalèselbaixnivelldeconeixementide
motivacióperlesmatemàtiquesilesàreesafinsdel’alum-
nat.PrioritatsfonamentalsdelaComissióeuropea,com
e-learning,podencontribuiraincrementarlamotivació,
desenvoluparleshabilitatsbàsiquesimillorarelsconeixe-
mentsenciències,matemàtiques,físicaiTIC.
acionsreals.
Duració
sessions)
Activitat
d’Aprenentatge
PREGUNTARICOL.
LABORAR
PRESENTAR
Objectius
delsegle21)
Aprendresobre:
– lallum,lessevesca-
racterístiquesil’impac-
tedelacontaminació
lumínicaenlasalut
humanaielmedi
– Mesures
– Robòtica
catives
– lacreativitatilainno-
vació
– leshabilitatsd’organit-
zacióiplanificació
partida
– lacapacitatderesolu-
ciódeproblemes
– Explorarsobrelacon-
taminaciólumínicailes
causesiefectes
LEGOIntelligentbricki
sensorslumínics.
ambvariablesdepen-
dentsiindependents
cerca
luació
Elsestudiantsreflexionaran
sobreelseudissenyiles
sevesidees
– descriureefectesadver-
sosdelacontaminació
lumínica
– aprendresobresensorsi
unitatsd’iluminació,Lux
oLumens.
– aprendresobreeines2.0
laboració
– habilitatsorganitzati-
vesideplanificació
– TIC
– creativitat
– lideratge
narproblemes
– Entendrecommesuren
laintensitatdelallumels
tecnòlegs
– lainiciativa
eines2.0.
comunicacióonline
sevescapacitatsde:
– col·laboració
– pensamentcrític
– autoavaluació
– escoltaactiva
– coavaluació
– habilitatsenlapresen-
taciódetreballs
– aprendrecompresentar
elsresultatsdeltreball
realitzat
catives
països
– lainiciativa
sentació

CAT
Activitat
d’Aprenentatge
PREGUNTARICOL.
LABORAR
PRESENTAR
Descripció
d’aprenentatge)
Elsestudiantsaprenenso-
brecontaminaciólumínica
aclassesdeBiologia,Salut,
Física,Química,electrònica
Tecnologiaieines2.0aTIC.
Elsestudiantsesdividei-
xenenequipsheterogenis
(utilitzantaplicacionscom
TeamUp)segonslaseva
edat,capacitats,afinitatsy
cadaequipcreauntutorial,
vídeocurtopresentació
sobreundelstemesse-
güents:
1.Contaminaciólumínica
(presentació)
2.Construcciód’undis-
positiupermesurarla
contaminaciólumínicaA(
tutorialenpdf)
3.Construcciód’undispo-
sitiupermesurarlaconta-
minaciólumínicaB(vídeo
tutorial)
4.Taulademesures(dis-
senyarunataulapersaber
quanionmesurar)
5.Avaluaciódegrup(qües-
tionarikahoot)
Elpúblicdelasevapre-
sentaciósónelsseus
companys,elprofessorat
Ilarestadelacomunitat
educativa
Elsalumnesfaranuna
plujad’ideesiformularan
diferentshipòtesistot
compartint-losambels
seuscompanysd’equipiel
professorat.
Elsestudiantsrevisenles
sevestasques,ideesire-
cerquensobreeltemade
mesuradecontaminació
delallumadiferentswebs,
enelsllibres,iaprenenels
conceptesdeBiologiaide
Físicacol·laborantambal-
tresalumnesdelseuequip.
Elsalumnesfanunallista
siten:
-LEGOEV3Mindstorms
-sensordellum
-ordinadorportàtil
-aplicacióperamesurarla
intensitatdelallum
Totsellsexamineneines
web2.0peraferservira
lessevesactivitats.
Elsequipsd’alumnesanalit-
zenlessevesdescobertesi
col·laborenperescollirels
Elprofessoratelsorienta
pertalqueseleccioninels
materialsifetsméssigni-
ficatius
Aixímateixhand’escollir
quinaeina2.0utilitzaran.
Amés,handeconstruirun
mapaounguiógràficiuna
llistad’etapesperacabarel
seuprojecte.
qüestionaris.
Esdivideixeneltreball
entretotsisónorientats
permanentmentperun
professorqueelsguia.
Activitats:
1.Contaminaciólumínica.
L’equipquerealitzalainves-
tigaciódelacontaminació
lumínicaielsseusefectes
sobrelasaluthumanai
mediambiental,confecci-
onaunGlogsteroutilitza
diferentseinesweb2.0per
ferunapresentaciósobre
eltema.
2.Construireldispositiu
cióacústica-A
Consisteixenferunaguia
dedetalladaexplicantcom
muntarl’aparellmesurador.
3.Construireldispositiu
cióacústica-B
Mentreconstrueixenl’apa-
rellelsalumnesfilmen
elprocésIl’expliquenen
anglès.Fanuntutorialde
vídeo.
4.Elsalumnes.dissenyen
unatauladerecollidade
dadesqueinclouquanion
mesurar.Handeconsiderar
lesvariablesdependentsi
independentspertalque
lataulasiguicientíficament
correcte.
5.Avaluació.
S’elaboraunqüestionari
onlinesobreelsconceptes
queelsalumneshanaprès
durantelprojecte.
Elsalumnesesposenen
ambestudiantsd’altres
païsosIcomentenlesdifi-
cultatsquehantrobaten
muntareldispositiuime-
surarlaintensitatlumínica
al’escolaiIl’entorn.
Podenensenyarelseu
treballad’altresprofessors
oinclúsacientíficsespe-
cialitzatsenaquestaàrea,
jasiguipersonalmentobé
online..
Siésnecessarielsalumnes
repetiranlesmesuresoel
muntatgedeldispositiu
correctament.
Elsalumnescompartiran
formaonlinetalcom:You-
TubeaiVimeo,Facebook,
eTwinning(TwinSpace)i
Edmodo.Tambépoden
compartir-lesalapàgina
webdel’escola,alaweb
delprojecteoenviar-laaun
diaridigital.
vapodranveureicomentar
elcontingut.
Unabonapartd’aquest
contingutespotutilitzaren
l’ensenyamentdelaBiolo-
gia,FísicaoCiènciesdela
salut.
L’avaluaciódelatascaes
realitzaatravésdelsco-
mentarisdelscompanys
sobrelespresentacions
delsalumnes..
Amés,ungrupd’estudiants
faunformularideGoogle
sobrel’avaluaciód’aquestes
activitatsIelsalumnesim-
plicatsenelprojectel’han
d’omplir.
Elsalumnesfarantambé
unaautoreflexiósobreel
seutreballIlesdinàmiques
del’equip.

Activitat
d’Aprenentatge
PREGUNTARICOL.
LABORAR
PRESENTAR
Tecnologiesieines
digitals
TeamUp,Googledocu-
ments,YouTube,NASA
education,Padlet,Glogster
Infographic,Bookwidgets,
mind,Prezi,iPaditablets
iPad,mobilephones,virtu-
allabs,camera,Google
Documents,YouTube,
TED-Ed,NASAeducation,
Kahoot,Googleforms,Prezi,
Weebly,iPadVimeo,Pixton,
tatoes,Wix
Skype,Adobeconnect,
sApp,Facebook,Edmodo.
jectwebsite,schoolwebsi-
te,digitalnewspaper,blog
EnllaçalesOER
realitzadesenel
projecteE+
comaguia)

CAT
Nom:MESURANTLACONTAMINACIÓACÚSTICA
tecnologia,enginyeriaimatemàtiques).Elsresultats
delesprovesPISAde2012varenferpalèselbaixnivell
deconeixementidemotivacióperlesmatemàtiquesi
lesàreesafinsdel’alumnat.Prioritatsfonamentalsde
laComissióeuropea,come-learning,podencontribuir
aincrementarlamotivació,desenvoluparleshabilitats
bàsiquesimillorarelsconeixementsenciències,mate-
màtiques,físicaiTIC
acionsreals.
Duració
(entredosminutsiduesses-
sions)
Activitat
d’Aprenentatge
PREGUNTARICOL.
LABORAR
PRESENTAR
Objectius
delsegle21)
Aprendresobre:
– elsoilesones
– consciènciamediam-
biental
– problemesmediambi-
entals
– efectesdelaconta-
minacióacústicaenla
saluthumanaianimal.
– elsorollalanostra
societat
catives
– laconsciènciadela
contaminacióacústica
– laconsciènciadels
tretsculturals
– laresponsabilitatiel
treballenequip
– Explorarsobrelacon-
taminacióacústicailes
causesiefectes
audímetres,soroll,ini-
vellsdesoroll
ambvariablesdepen-
dentsiindependents
cerca
– lacapacitatd’avaluació
id’autoavaluació
Elsestudiantsreflexionaran
sobreelseudissenyiles
sevesidees
– Descriureefectesadver-
sosdelacontaminació
acústica
demesura,electricitat,
electrònica,LEGOMind-
stormsEV3,Arduino
seves:
laboració
– habilitatsorganitzati-
vesideplanificació
– competènciadigital
– creativitat
– lideratge
narproblemes
– Entendrecomelstecnò-
legsmesureniidentifi-
quenelselementsconta-
minantsicomfunciona
undetectordesoroll
– lesTIC
– lainiciativa
eines2.0.
comunicacióonline
absolutirelatiu
– lacol·laboració
– l’autoavaluació
– lacoavaluació
presentació
resultatsdelafeina
catives
– TIC
països
– lainiciativa
sentació

Activitat
d’Aprenentatge
PREGUNTARICOL.
LABORAR
PRESENTAR
Descripció
delesactivitatsd’aprenentat-
geenelcontextdelahistòria
d’aprenentatge)
Elsestudiantsaprenen
sobreso,soroll,l’oïdaa
classedeBiologiaisalut,
FísicaiMúsica,.Faranapre-
nentatgessobreelectrònica
classedeTecnologiaieines
2.0aInformàtica.
Elsalumnesesdivideixen
enequips(utilitzantaplica-
cionscomTeamUp)segons
lasevaedat,capacitats,
afinitatsycadaequipcrea
untutorial,vídeocurt,
presentació,etc,...sobre
undelstemessegüents:
1.Contaminacióacústica
(Glogster)
2.Construcciód’undisposi-
tiupermesurarlacontami-
nacióacústica–A(tutorial
enpdfperunaparellbasat
enArduino)
3..Construcciód’undis-
positiupermesurarla
contaminacióacústica–B
(vídeotutorial)
4.Taulademesures(dis-
senyarunataulapersaber
quanionmesurar)
5.Avaluaciódegrup(ferun
formularionlineounqües-
tionari)
Elpúblicdelasevapre-
sentaciósonelsseus
companys,elprofessorat
Ilarestadelacomunitat
educativa
Elsalumnesfaranunapluja
d’ideesiformularandife-
rentshipòtesisquecom-
partiranambelsseuscom-
panysd’equipiprofessorat
atravésdePadletoLinoit.
Elsestudiantsrevisenles
sevestasques,ideesirecer-
quensobrelamesuradela
contaminacióacústicaadi-
ferentswebs,enelsllibres,
iaprenenBiologiaiFísica
col·laborantambaltres
companysdelseuequip.
Elsestudiantsfanunallista
siten:
– LEGOEV3Mindstorms
– sensordeso
– cables
– bateries
– ordenadorportàtil
– tablet
Podenfermesuresderefe-
rènciaambelsensordeso
connectatArduinooutilit-
zarlaaplicacióNoisewatch
osimilar.
Recerqueneinesweb2.0
perutilitzarenlesseves
activitats.
Elsequipsd’estudiantsana-
litzenlessevesdescobertes
icol·laborenperescollirels
Aixímateix,hand’escollir
quinaeina2.0utilitzaran.
Tambéhandeconstruirun
esquemaoguiógràficiuna
llistad’etapesperacabarel
seuprojecte.
qüestionaris.
sormentor.
L’equipqueinvestigala
contaminaciódel’aireiels
seusefectessobrelasalut
humanaimediambiental
elaboraunGlogsterouti-
litzadiferentseinesweb
2.0perferunapresentació
sobreeltema.
Ferl’aparellpermesurar
lacontaminacióacústica
(sonòmetre)Consisteixen
ferunaguiaperencaixarel
sonòmetreambLEGOMin-
dstormsEV3oArduino.
Enelmomentdeferelso-
nòmetreelsalumnesfilmen
elprocésIl’expliquenen
anglès.Fanuntutorialde
vídeo.
Elsalumnesdissenyenuna
tauladerecollidadedades
queinclouquanIonme-
surar.Handeconsiderar
lesvariablesdependentsI
independentspertalque
lataulasiguicientíficament
correcta.
Elgrupavaluadorelabora
unqüestionarionlineso-
breelsconceptesqueels
alumneshanaprèsenel
projecte.
Elsalumnesesposenen
ambestudiantsdediferents
païsosIcomentenlesdifi-
cultatsques’hantrobaten
muntarelsonòmetreien
mesurarlacontaminació
acústicadel’escolaIl’en-
torn.
Podenmostrarelseutre-
ballaaltresprofessorso
inclúsacientíficsespecialis-
tesenaquestaàrea.
Elsalumnesrebenfeedback
delsseuscompanysi/oels
científicsiaconsegueixen
ideesImotivaciópermi-
llorarelseutreballIacon-
seguirmillorsresultats.Els
quenopuguintrobar-se
ambuncientíficcaraacara
podriencontactarambell
perescritobéenunavide-
oconferènciaorganitzada.
Elsalumnespresentenel
seutreballalscompanys
quenocomparteixenel
mateixtemairecullenla
sevaopiniósobrelasimpli-
citatIIlacomprensiódel
tema.
Siésnecessariesrepetiran
lesmesuresoelmuntatge
deldispositiucorrectament.
formaonlinecom:YouTube
oVimeo,Facebook,eTwin-
ning(TwinSpace)iEdmodo.
Tambépodencompartir-les
alapàginawebdel’escola,
alawebdelprojecteo
enviar-laaundiaridigital.
vapodranveureIcomentar
elcontingut.
Unabonapartd’aquest
contingutespotutilitzaren
l’ensenyamentdelaBiolo-
gia,Música,FísicaoCiènci-
esdelasalut.
L’avaluaciódelatascaes
faatravésdelscomentaris
nes..
Amés,ungrupd’estudiants
confeccionaunformulari
deGooglesobrel’avaluació
d’aquestesactivitatsIels
alumnesimplicatsenel
projectel’hand’omplir.
Elsalumnesfaranuna
autoreflexiósobreelseu
treballIsobrelesdinàmi-
quesdel’equip.

CAT
Activitat
d’Aprenentatge
PREGUNTARICOL.
LABORAR
PRESENTAR
Tecnologiesieines
digitals
Prezzi,PowerPoint,mesura-
dordenivelldes,YouTube,
Podcast.Noisewatchapp(o
similar).
mind,Prezi,iPadytablets
labs,cámara,GoogleDo-
cuments,YouTube,TED-Ed,
NASAeducation,Padlet,
Googleforms,Prezi,Wee-
bly,iPadVimeo,Pixton,
tatoes,Wix
Skype,Adobeconnect,
jectwebsite,schoolwebsi-
te,digitalnewspaper,blog
EnllaçalesOER
realitzadesenel
projecteE+
comaguia)

LearningStoryName:MÈTODECIENTÍFIC
tecnologia,enginyeriaimatemàtiques).Elsresultatsde
lesprovesPISAde2012varenferpalèselbaixnivellde
coneixementidemotivacióperlesmatemàtiquesiles
àreesafinsdel’alumnat.PrioritatsfonamentalsdelaCo-
missióeuropea,come-learning,podencontribuiraincre-
mentarlamotivació,desenvoluparleshabilitatsbàsiques
imillorarelsconeixementsenciències,matemàtiques,
físicaiTIC.Elprojectenonoméséstecnològicsinoque
tambèéstransversaliinvolucraelsdiferentsdeparta-
mentsdel’escolaenl’aprenentatged’untemaqueafecta
lanostravidaquotidiana,l’escolailanostrasocietat.
acionsreals.
Duració
sessions)
Activitat
d’Aprenentatge
PREGUNTARICOL.
LABORAR
PRESENTAR
Objectius
delsegle21)
– Elsalumnesaprenen
sobremesures,variables,
errorsdemesura:error
mitjà,absolutIrelatiu.
Elsalumnesmilloraran::
catives
– lescompetènciesdigi-
talsiITIC
– l’autonomia
– leshabilitatsanalíti-
ques
– lescompetènciesma-
temàtiques.
– leshabilitatsorganitza-
tivesIplanificadores
partida
– lacapacitatderesolu-
ciódeproblemes.
– leshabilitatscol·
laboratives
– Explorarsobreerrorsde
mesura:errormitjà,ab-
solutIrelatiu,resultats
matemàticsigràfics;per
quèaquestsafectenles
mesuresicomreduir-los.
demesura,anàlisiiinter-
pretaciódedades.
– Compilarinformacióso-
breelectrònica,voltíme-
tre,LED,cables,protobo-
ard(placadeproves).
– Aprendresobremesures,
variablesdependentsi
independents.
– leshabilitatsderecerca
luació.
gitals
temàtiques
– Enumeraridescriure
tipusd’errors,trobar
exemplesdecomcalcular
elserrors.
demesura,variables,
errors,anàlisiiinterpre-
taciódedades.
– aprendresobreeines
web2.0
– leshabilitatscol·
laboratives
– leshabilitatsdeplanifi-
cacióiorganització.
gitals
– lacreativitat
– ellideratge
temàtiques
– laresoluciódeproble-
mes
– l’avaluacióielfe-
edback
– Entendrecomcalcularels
errorsdemesuramitjans,
relatiusiabsoluts.
– Comevitari/oreduirerror
demesura.
– Comanalitzarlesdadesi
feranàlisisgràficsimate-
màticsdelserrors.
– habilitatscol·
laboratives
– competènciesdigitals
– habilitatsd’edició
– iniciativa
– habilitatsmatemàti-
ques
– competènciescientí-
fiques.
– competènciesTICTIC
– treballenequip
– llenguaanglesaatra-
vésdelafeinaamb
diferenteinesweb2.0
l’Skypeid’altreseinesde
comunicacióonline
absolutirelatiuilaseva
aplicacióiimportànciaen
eltreballcientífic
Elsestudiantsmilloraran
laseva:
– col·laboració
– autoavaluació
– escoltaactiva
– coavaluació
– habilitatsenlapresen-
tació
– competènciesmate-
màtiquesicientífiques
– lallenguaanglesaa
travésdelacomuni-
cacióambelsseus
companys
resultatsdelstreballs
– habilitatscol·
laboratives
– habilitatscomunica-
tives
– habilitatssocials
– llenguaanglesaatra-
vésdelacomunicació
ambaltrespaïsos,
científics…
– competènciesinformà-
tiques
– competènciesmate-
màtiques
– habilitatsanalítiques
– iniciativa
– habilitatsenlespre-
sentacions
– auto-avaluació
– autoconfiança.

Erasmus OER

Recommended

Recommended

More Related Content

Similar to Erasmus OER

Similar to Erasmus OER (20)

More from Danijela Takač

More from Danijela Takač (15)

Erasmus OER