Team teaching stratege

INCLUSION ON THE WAY TO EUROPE
Page 1 of 60ISBN 978-973-0-25092-3

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Team Teaching
Advantages, Disadvantages
Distinct elements:
 Historically, team-teaching was introduced for the first time in the elementary school, middle
school and high school education system of the 1950s in the United States of America.
Subsequently, with the introduction of reforms in the middle schools and the integration of the
special education in the general education, co-teaching came as a new model of collaborative
teaching.
 Team-teaching was frequently used in mass education, in case two or more teachers were sharing a
large group of students or they were organizing a larger number of students in work groups, while
co-teaching was recognized as a separate teaching activity for students with disabilities.
 Practically, the objectives of team-teaching and those covered by co-teaching converge towards the
fulfillment of the various learning needs of the students. Thus, generally, co-teaching and team-
teaching are used alternatively.
 Team-teaching is usually defined as a variation of co-teaching
“Team-teaching”
Two (or more) teachers/ other members of the teaching staff are required to work together;
 They decide to share the responsibility of the didactic act;
 It is addressed to a single group of students;
 The activity takes place in a single
classroom or work space;
 The specific contents and objectives
are set;
 The used resources are shared;
 Shared responsibility during the
classes.

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Teachers together:
- set goals for a course
- design a syllabus
- prepare individual lesson plans
- teach students
- and evaluate the results.
- They share insights, argue with one another and perhaps even challenge students to decide which
approach is better.
Teams can be:
- single-discipline
- interdisciplinary
- or school-within-a-school teams that meet with a common set of students over an extended period
of time.
Team members together set the course goals and content, select common materials such as texts
and films, and develop tests and final examinations for all students. They set the sequence of topics and
supplemental materials. They also give their own interpretations of the materials and use their own
teaching styles. The greater the agreement on common objectives and interests, the more likely that
teaching will be interdependent and coordinated.
Teaching periods can be scheduled side by side or consecutively.
For example, teachers of two similar classes may team up during the same or adjacent periods so
that each teacher may focus on that phase of the course that he or she can best handle. Students can
sometimes meet all together, sometimes in small groups supervised by individual teachers or teaching
assistants, or they can work singly or together on projects in the library, laboratory, or fieldwork.
Teachers can be at different sites, linked by video-conferencing, satellites, or the Internet.
Breaking out of the taken-for-granted single-subject, single-course, single-teacher pattern
encourages other innovations and experiments. For example, students can be split along or across lines of
sex, age, culture, or other interests, then recombined to stimulate reflection.
Remedial programs and honors sections provide other attractive opportunities to make available
appropriate and effective curricula for students with special needs or interests. They can address different
study skills and learning techniques.

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Team teaching can also offset the danger of imposing ideas, values, and mindsets on minorities or
less powerful ethnic groups. Teachers of different backgrounds can culturally enrich one another and
students.
TEAM TEACHING DO'S AND DONT'S
1. DO
For a successful team teaching relationship, it is important to communicate with one another.
- Talking about lesson plans, sharing ideas, and editing exams together outside the classroom will help
you develop a good working relationship.
- Meeting on a daily or weekly basis and knowing who is responsible for what during the lesson can
increase the quality of your classes and your overall confidence as a teacher. You will be able to learn from
one another and increase your understanding of each other’s experience and teaching methods.
. In class it is important to be flexible and adapt when your partner decides to make changes to the
lesson plan you discussed. This can happen for a number of reasons but the most common one is that
students are having difficulty with the material and continuing along the same course will only confuse
them further. If you are not the one leading the class, it is important to follow the path the other teacher
decides to take and be prepared to step in with a new activity if necessary. More than anything else, team
teachers need to cooperate to ensure that students have the best classes possible.
2. DON’T
Team teaching will not be successful when there is no team.
- If teachers do not actually work together, they will not lead classes effectively and the materials
each person prepared may not complement one another.
- There is nothing worse than learning on the way to the classroom that your partner, without telling
you, expected you to prepare the lesson that day.
- Students cannot learn in a setting this disorganized no matter how well you manage to salvage the
class time with some brilliant, last-minute plan.
- Some other things to keep in mind are not to interrupt when the other teacher is speaking and not to
undermine each other’s authority.
- The two go hand in hand; making the other teacher look bad will not improve your situation.
Students will lose respect for both of you and that is not a good classroom situation.

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Advantages
Students do not all learn at the same rate. Periods of equal length are not appropriate for all
learning situations. Educators are no longer dealing primarily with top-down transmission of the tried and
true by the mature and experienced teacher to the young, immature, and inexperienced pupil in the single-
subject classroom. Schools are moving toward the inclusion of another whole dimension of learning: the
lateral transmission to every sentient member of society of what has just been discovered, invented,
created, manufactured, or marketed. For this, team members with different areas of expertise are
invaluable.
Team teaching is not the only answer to all problems plaguing teachers, students, and administrators. It
requires planning, skilled management, willingness to risk change and even failure, humility, open-
mindedness, imagination, and creativity. But the results are worth it.
Team- work improves the quality of teaching as various experts approach the same topic from different
angles: theory and practice, past and present, different genders or ethnic backgrounds. Teacher strengths
are combined and weaknesses are remedied. Working in teams spreads responsibility, encourages
creativity, deepens friendships, and builds community among teachers. Teachers complement one another.
They share insights, propose new approaches, and challenge assumptions. They learn new perspectives and
insights, techniques and values from watching one another. Students enter into conversations between them
as they debate, disagree with premises or conclusions, raise new questions, and point out consequences.
Contrasting viewpoints encourage more active class participation and independent thinking from students,
especially if there is team balance for gender, race, culture, and age. Team teaching is particularly effective
with older and underprepared students when it moves beyond communicating facts to tap into their life
experience.

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The team cuts teaching burdens and boosts morale. The presence of another teacher reduces student-
teacher personality problems. In an emergency one team member can attend to the problem while the class
goes on. Sharing in decision-making bolsters self-confidence. As teachers see the quality of teaching and
learning improve, their self-esteem and happiness grow. This aids in recruiting and keeping faculty.
Disadvantages
-Team teaching is not always successful. Some teachers are rigid personality types or may be wedded to a
single method. Some simply dislike the other teachers on the team. Some do not want to risk humiliation
and discouragement at possible failures. Some fear they will be expected to do more work for the same
salary. Others are unwilling to share the spotlight or their pet ideas or to lose total control.
-Team teaching makes more demands on time and energy. Members must arrange mutually agreeable times
for planning and evaluation. Discussions can be draining and group decisions take longer. Rethinking the
courses to accommodate the team-teaching method is often inconvenient.
-Opposition may also come from students, parents, and administrators who may resist change of any sort.
Some students flourish in a highly structured environment that favors repetition. Some are confused by
conflicting opinions. Too much variety may hinder habit formation.
-
WAYS OF ORGANIZATION
A. STATION TEACHING (-STATIONS, POINTS, TEACHING BASES) implies:
 Organizing the students into groups.
 The groups will rotate around the stations (points, teaching-learning zones).
BENEFITS:
 Different responsibilities between the teachers;
 Both teachers are active and have direct
responsibilities;
 Lower student-teacher ratio (each teacher takes
care of a lower number of students)
LIMITS:
 A relatively high amount of noise;
 Movement moments might appear;

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 The need of keeping a constant rhythm while teaching.
B. PARALLEL TEACHING
Teachers work with different groups of students in
the same room.
There are numerous different options for arranging
the groups. Implies:
 Common sessions of activity planning;
 Organizing the class in two heterogeneous groups;
 Diversity in both groups;
BENEFITS:
 Lower student-teacher ratio (each teacher takes
care of a lower number of students);
 Teaching is done for two groups which are later reunited for discussions;
 Common planning;
LIMITS:
 Common sessions of activity planning;
 It can’t be used for teaching in the initial phases;
 A relatively high amount of noise;
 Movement moments might appear;
C. ONE TEACHING, ONE OBSERVING
 A tutor is teaching, the other one observes;
 The teachers’ role mustn’t be static;
 Teachers use observing methods systematically;
BENEFITS:
 Little time is needed for common planning.
 It allow both teachers to focus their attention on
elements specific to the desired objectives.

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 Separate responsibilities, less conflict between the style of teaching of both teachers.
LIMITS:
 If used exclusively, it can induce the idea that a teacher is just an ―assistant‖.
D. ALTERNATIVE TEACHING
 Small groups of students receive separate
instructions.
 The teachers’ role mustn’t be static.
 The structure of small groups should be fluid.
BENEFITS:
 The students can receive an intensive training in the
classroom.
 In the case of smaller groups, the students have the
possibility of interacting with the teachers (on small time spans).
 It allows inclusion strategies – having positive models in the class alongside students with
behavioral disorders.
LIMITS:
 Students with disabilities can be stigmatized because they are frequently included into a special
work group
 If students are allowed to join the group offering assistance, Many students who need assistance
won’t come so that they won’t be disregarded by the others
E. TEAM-TEACHING
 Both teachers are responsible for the planning
and the tutoring of all students/
BENEFITS:
 Both teachers have an equal status/ rank.
 Both teachers support each other during the
activity (one of them is explaining and the
other is demonstrating; one of them teaches,
the other completes the ideas).

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 The results come through a synergy which improves the participation of students and optimizes the
activity of the teachers.
LIMITS:
 It requires a high level of trust and commitment
between the teachers.
 It requires more common sessions of planning the
activity.
 The way both teacher explain must bond together
(if they have different ways in which they
approach a certain subject, stimulate the activity of
the students or the format of the lesson itself
differs, the lesson will be often times unsuccessful).
F. ONE TEACHING, ONE ASSISTING
 One of the tutors is teaching while the other provides support for the students .
BENEFITS:
 It requires minimum time of common planning.
 It offers special assistance for students who have certain learning difficulties.
LIMITS:
 Sometimes it can turn into a classic teaching approach (with a single teacher).
 The teaching tutor has the main role while the assisting one’s role is reduced (his active role in the
teaching-learning process is
negated).
 While offering support, the
assisting process can distract the
attention (visually and audio – by
walking and through whispered
explanations).The risk of some
students becoming dependent of
learning with assistan

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EFECTS OF ICT IN STEM EDUCATION
a) Data handling, allowing teachers and students to concentrate on interpreting and analysing data.
b) Understanding concepts and processes.
c) Interactivity.
d) Innovation, for instance, analysing topics of relevance for the students.
e) Independent learning, as well as self-directed learning.
f) Access to resources 24/7.
g) Interactions among students, and between them and teachers.
h) Collaboration of teachers with colleagues. .
An example of a working model for the student, where various ICT tools can be used
The student’s working methodology map may be centred around active work in the classroom
(solving conceptual questions and problems, designing and interpreting experiments, etc.), supplemented
by pre-class and post-class readings, online exercises and questionnaires, summative and formative

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assessments, and classroom discussions possibly conducted with the support of an interactive whiteboard,
for instance.

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1. LESSON PLAN- YOUR TOWN, YOUR SELF- TEACHERS: Dumea Antonela and Apavaloaei
Elena
2. LESSON PLAN- MATH - PI NUMBER (ANCIENT FACTS) – Dumea Antonela and Stan
Mihaela
3. LESSON PLAN- THE FINANCIAL ACCOUNTING ACTIVITY OF A FIRM-Teacher Curpan
Adina
4. LESSON PLAN- THE COMPANY'S MARKETING ENVIRONMENT-Teacher- Juravle
Cristina
5. LESSON PLAN- CATHOLIC RELIGION /HISTORY- Teachers : Mihaela Pîslaru
(Catholic religion) and Monica Pescaru (History)
6. LESSON PLAN- WHO WERE THE ANGLO-SAXONS?- Teachers: Mihaela Pîslaru
(Religion teacher) and Elena Apăvăloaei (English teacher)
7. LESSON PLAN THE ELIZABETHAN AGE- Teachers: Monica Pescaru (History
teacher) and Elena Apăvăloaei (English teacher)

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8. LESSON PLAN- ENGLISH CATHEDRALS -Teachers: Mirela Hurjui and Iolanda
Deaconu (CLP-constructions and public buildings teachers) and Elena Apăvăloaei (English
teacher)
9. DIDACTIC PROJECT- THE EYE STRUCTURE AT MAMMALS-Teacher:
Loredana Lăpușneanu (Biology teacher)
10. LESSON PLAN- SHAKESPEARE’S -Teachers: Loredana Lăpușneanu (Biology teacher)
and Elena Apăvăloaei (English teacher).
11. MATHS LESSON- PROBLEMS IN COMBINATORICS: APPLICATIONS- Teachers: Monica
Drimbe (Maths teacher) and Elena Apăvăloaei (English teacher).
12. LESSON PLAN- THE EFFECTS OF ELECTRIC CURRENT- Teachers: Dascălu Mariana
Gabriela and Miclăuș Daniela
13. ERATOSTHENES EXPERMENT - Teachers:Stan Mihaela (ICT teacher). , Dumea Antonel
(English teacher).a , and Elena Apăvăloaei (English teacher).

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1. LESSON PLAN- YOUR TOWN, YOUR SELF
Class: XI C + XI E
Date: 18.05.2017
Profile: Environment Protection +Technical
Level: Mixed (Pre-intermediate and Intermediate)
Topic: Your Town, Your Self
Number of students: 20
Anticipated problems:
- students at technical profile have shown poor knowledge in cultural aspects
- about 70 % of students have English-speaking issues.
- the students' materials might not be clear enough for the students at technical profile
- the students may get intimidated by having to cooperate with students from another class
Aim:
- to enhance cooperation abilities
- to give feedback to
- to encourage group work with students from different classes
- to develop speaking and listening skills
- to practise note taking
- to raise cultural awareness of the local environment
- to create a friendly learning atmosphere
Strategy: - use of team teaching (Teacher 1 + Teacher 2)
Procedure
1. Warm- up. ................................................ 2 minutes.
Students from the 2 classes introduce each other.
2. Lead in. .................................... 5 minutes
Teacher 2 tells students in class E they will play a FAct or Fiction game. T tells them some facts related to
cultural aspects such as : Have you heard of Calusarii dance? Its origin is actually British. or the other ss
from class C can tell them....
the activity is meant to show that students from class XI E have no well developed knowledge of the
cultural issues.

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T2 announces the topic and tells students they are going to be part of an experiment of learning by
cooperating with ss from another class. T 2 writes Culture on the BB and elicits words related to it from ss
in class XI E. The organizes ss in to 3 groups and tells them the material from the lesson is to be presented
by other ss not by the T and that the material is made by them so it is authentic. Also tells them that by the
end of the lesson they will have written an advertisement on their town to attract tourists from elsewhere so
they are invited to take notes while watching the materials.
3. Pre- watching .............................................. 15 minutes
Teacher 1 comes in from of the class and tells her ss that only the leader of the group will present the
material while the others go the other groups to cooperate and help them take notes. Teacher asks them if
the requirements are clear enough.
4. While-watching ............................................ 15 minutes
The leaders of each group comes in turns, in front of the classroom, and presents the material. read the
short paragraphs of the text. For more fun, the leader wears ribbon just like the leader of the footbal teams.
The students are advised to pay attention as the text is to be read only once.

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5. Post-watching ......................................... 7 -10 minutes
Teacher 2 invites ss from both classes to cooperate and write a short advert. they can suggest mottos use
drawings, besides the text to present their town briefly. Meanwhile T 1 and T2 monitor ss .
6. Feedback. ............................................. 3- 4 minutes
A ss from class E from each group stands up and reads the advert. At the end, Teacher 1 and T 2 gives the
points for each group and congratulates the ss.
1. Although the Calusarii is a Romanian dance, it originates in the 15th century Moorish play or dance.
Fact or fiction ? (este fiction)
2. The most respected man in a Maramures village is the one who has the biggest and most elaborately
carved front gate. (fact)
3. The Merry Cemetery in Sapanta is famous for its witty and humorous messages written on the plate at
the main entrace. (fiction)

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2. LESSON PLAN- MATH - PI NUMBER (ANCIENT FACTS)
Class: X G
Date: 5.04.2017
Profile: Technical
Level: Mixed (Pre-intermediate and Intermediate)
Topic: Math - PI Number (ancient facts)
Number of students: 26
Anticipated problems: - a lot of students have a low interest in learning maths-related vocabulary
- more than 60% understand English poorly
Aim: - to teach English interdisciplinary
- to encourage group work and peer cooperation
- to develop reading and listening skills
- to become aware of ancient civilizations and their knowledge
- to create a friendly learning atmosphere
Strategy: - use of group work extensively
- apply CLIL (Content and Language Integrated Learning)
Procedure
1. Warm- up. ................................................ 6 minutes.
Teacher informs students they will find out important information about an important person. However, all
they need to remember are the numbers they hear. The students get small pieces of paper. Teacher reads the
following information:
She was born on 21st of the second month of 1985, on the third day of the week, at noon. She must be 32
years old. She has been working in one of the 3 largest TV Channels in Romania. She usually presents a 19
o'clock show which lasts about 45 minutes. She lives in one of the biggest cities in the country on Magheru
Street no. 15, at the ground floor. Can you tell the numbers? The winner is the one who has guessed all the
numbers and succeeds in reading them correctly.
2. Lead in. .................................... 5 minutes

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Teacher tells students they will learn about a very important mathematical numbers- PI and its origin.
Teacher asks students to divide in groups of 5. Each group has a team leader and two volunteers. Teacher
explains that the team leader is going to help the other members understand the message of the text to be
read and solve the tasks while the volunteers from each group are to participate to the class activities .
Teacher also underlines the fact that the more the volunteers participate to the class activities, the more
points the group gets.
3. Pre-reading. .............................................. 8 minutes
Teacher elicits volunteers to come to the BB and write the exercises for the other students to copy on their
worksheets. Having copied the exercises, Teacher asks them if the requirements are clear enough.
4. While-reading. ............................................ 15 minutes
The volunteers come, in turns, in front of the classroom, and read the short paragraphs of the text. For more
fun, volunteers wear a hat while reading. The students are advised to pay attention as the text is to be read
only once.
5. Post-reading. ......................................... 6 minutes
After reading the entire text, Teacher allows students to talk in their groups and find the solutions to the
exercises. The team leader checks what the other members of the
group have written and correct together. Then , the other 3 students
go to the BB and solve ex.1 and 2.
6. Freer activity. ......................................... 13 minutes.
All students in their groups have to discuss and answer the
question: How important are the numbers in our lives?. Then, the
students have to write a 80-100- word paragraph in which to give
examples to support their opinion.
Meanwhile, Teacher shows the evaluation grid on the flipchart.
7. Feedback. ............................................. 7 minutes
The leader from each group reads one of the paragraphs which they
consider the most representative. At the end, Teacher gives the
points for each group for the reading activity, the students hand in
the worksheets with the paragraphs to be evaluated for the writing
task.

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STUDENT'S WORKSHEET
ex. 1 Fill in the blanks with one or two words:
1. PI is a ........................................... constant.
2. Numbers without end are called .........................................
3. The longest straight line to be fitted in a circle is the
4. The circumference is the ........................................................... a circle.
5. The value of PI never ....................................
ex.2 Write TRUE or FALSE next to the following statements:
1. Pi can be written as a fraction. .......
2. Pi's value was known to Ancient Math scientists. ................
3. The Babylonian civilization could approximate PI to a few digits. .........
4. References to PI appeared in the Old Testament. ...............
5. Pi was first written in a 1706 essay. .......................
ex.3 Numbers are all around us. How important are numbers in our lives? Give examples. Write a 80-100
paragraph.

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Evaluation
Grid
No.of
Group
Reading Activities Writing Activity
Feature Points Feature Points
1. Correct copying from BB 1 Appropriate Title 0
Completed tasks 1 Content+ examples 1
Participation to BB 1 Structure 1
Participation to reading task 1 Linking words 0
Group cooperation 1 Language/choice of
words
1
Final Mark 5 3
Participation to reading task 1 Linking words 0.5
words
1
Final Mark 4 3.5
3. Correct copying from BB 0.5 Appropriate Title 1
Completed tasks 1 Content+ examples 0.5
Participation to BB 0.5 Structure 1
Participation to reading task 0.5 Linking words 0.5
words
1
Final Mark 3.5 4
4. Correct copying from BB 0.5 Appropriate Title 0
Completed tasks 0.5 Content+ examples 0.5
words
0.5
Final Mark 3 2.5
words
1
Final Mark 5 4.5

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Teacher's Worksheet
Read the following text:
Pi (or π) is a mathematical constant. It is the ratio of
the distance around a circle to the circle's diameter. This
produces a number, and that number is always the same.
However, the number is rather strange. The number starts
3.14159265... and continues without end. Numbers like this are
called irrational numbers. The diameter is the longest straight
line which can be fitted inside a circle. It passes through the
center of the circle. The distance around a circle is known as
the circumference. Even though the diameter and circumference
are different for different circles, the number pi remains
constant: its value never changes. This is because the relationship
between the circumference and diameter is always the same
Pi is often written formally as π or the Greek letter π as a
shortcut. Pi is also an irrational number, meaning it cannot be written as a fraction ( where 'a' and
'b' are integers (whole numbers). This basically means that the digits of pi that are to the right of
the decimal go forever without repeating in a pattern, and that it is impossible to write the exact
value of pi as a number. Pi can only be approximated, or measured to a value that is close enough
for practical purposes. A value close to pi is 3.1415926535897932384626433... A common fraction
approximation of pi is which yields approximately 3.14285714. This approximation is 0.04% away
from the true value of pi.
While this approximation is accepted for most of its use in real life, the fraction is
more accurate (giving about 3.14159292), and can be used when a value closer to pi is needed.
Computers can be used to get better approximations of pi.

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Pi has been known for almost 4000 years—but even if we calculated the
number of seconds in those 4000 years and calculated pi to that number of places, we would still only be
approximating its actual value. Here’s a brief history of finding pi:
The ancient Babylonians calculated the area of a circle by taking 3 times the square of its radius, which
gave a value of pi = 3. One Babylonian tablet (ca. 1900–1680 BC) indicates a value of 3.125 for pi, which
is a closer approximation.
The Rhind Papyrus (ca.1650 BC) gives us insight into the mathematics of ancient Egypt. The Egyptians
calculated the area of a circle by a formula that gave the approximate value of 3.1605 for pi.
The first calculation of pi was done by Archimedes of Syracuse (287–212 BC), one of the greatest
mathematicians of the ancient world. Archimedes approximated the area of a circle by using the
Pythagorean Theorem to find the areas of two regular polygons: the polygon inscribed within the circle and
the polygon within which the circle was circumscribed. Since the actual area of the circle lies between the
areas of the inscribed and circumscribed polygons, the areas of the polygons gave upper and lower bounds
for the area of the circle. Archimedes knew that he had not found the value of pi but only an approximation
within those limits. In this way, Archimedes showed that pi is between 3 1/7 and 3 10/71.
A similar approach was used by Zu Chongzhi (429–501), a brilliant Chinese mathematician and
astronomer. Zu Chongzhi would not have been familiar with Archimedes’ method—but because his book
has been lost, little is known of his work. He calculated the value of the ratio of the circumference of a
circle to its diameter to be 355/113. To compute this accuracy for pi, he must have started with an inscribed
regular 24,576-gon and performed lengthy calculations involving hundreds of square roots carried out to 9
decimal places.
Mathematicians began using the Greek letter π in the 1700s. Introduced by William Jones in 1706, use of
the symbol was popularized by Leonhard Euler, who adopted it in 1737.
An Eighteenth century French mathematician named Georges Buffon devised a way to calculate pi based
on probability. You can try it yourself at the Exploratorium's Pi Toss exhibit.
In the 16th century, better and better ways of finding pi became available such
as the complicated formula that the French lawyer François Viète developed. The first use of the
Greek symbol "π" was in an essay written in 1706 by William Jones.

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A mathematician named Lambert also showed in 1761 that the number pi was irrational ;
that is, it cannot be written as a fraction by normal standards. Another mathematician named
Lindeman was also able to show in 1882 that pi was part of the group of numbers k nown as
transcendental , which are numbers that cannot be the solution to a polynomial equation.
Pi can also be used for figuring out many other things beside circles.
The properties of pi have allowed it to be used in many other areas of math besides
geometry, which studies shapes. Some of these areas are complex analysis, trigonometry, and series.
Today, there are different ways to calculate many digits of .
This is of limited use though.
Pi can sometimes be used to work out the area or the circumference of any circle. To find the
circumference of a circle, use the formula C (circumference) = π times diameter. To find the area
of a circle, use the formula π (radius²). This formula is sometimes written as, where r is the variable
for the radius of any circle and A is the variable for the area of that circle.
To calculate the circumference of a circle with an error of 1
mm:
 4 digits are needed for a radius of 30 meters
 10 digits for a radius equal to that of the earth
 15 digits for a radius equal to the distance from the earth to the sun.
People generally celebrate March 14 as Pi Day because March 14 is also written as
3/14, which represents the first three numbers 3.14 in the approximation of pi.
is an annual celebration of the mathematical constant π (pi). Pi Day is observed on
March 14 (3/14 in the month/day date format) since 3,1, and 4 are the first
three significant digits of π. In 2009, the United States House of Representatives supported the
designation of Pi Day.
Pi Approximation Day is observed on July 22 (22/7 in the day/month date format), since the fraction 22
⁄7 is
a common approximation of π, which is accurate to two decimal places and dates from Archimedes
The earliest known official or large-scale celebration of Pi Day was organized by Larry Shaw in
1988 at the San Francisco Exploratorium, where Shaw worked as a physicist, with staff and public
marching around one of its circular spaces, then consuming fruit pies. The Exploratorium continues to hold
Pi Day celebrations.

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Pi Day has been observed in many ways, including eating pie, throwing pies and discussing the
significance of the number π, due to a pun based on the words "pi" and "pie" being homophones in English
Massachusetts Institute of Technology has often mailed its application decision letters to prospective
students for delivery on Pi Day.
The town of Princeton, New Jersey, hosts numerous events in a combined celebration of Pi Day
and Albert Einstein's birthday, which is also March 14.Einstein lived in Princeton for more than twenty
years while working at the Institute for Advanced Study. In addition to pie eating and recitation contests,
there is an annual Einstein look-alike contest.
Examples of students' works

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3. LESSON PLAN- THE FINANCIAL ACCOUNTING ACTIVITY OF A FIRM
School unit: Technical College "Petru Poni" Roman
Discipline: Business Financing
Teacher: Adina Curpan
Class: A-XII A
Date: 15.05.2017
No hours / week: 2 hours
School Year: 2016-2017
Type of lesson: revision, knowledge consolidation and systematization
Title of the lesson: The financial accounting activity of a firm
Duration of lesson: 50 min
Venue: The classroom
Operational Objectives: Completing and analyzing some documents needed to conduct a business
Secondary objectives:
• to identify types of funding sources
• to complete mandatory documents in the course of a business
• to calculate indicators based on balance sheet information
• to analyze the indicators on the basis of the information in the balance sheet.
Objectives with effects on personality:
A) cognitive: identifying the necessary knowledge for employment on a post in the economic field;
B) affective: the curiosity to put into practice the theoretical information
C) psychomotors: training of working skills with documents;
Methods and methods of instruction: conversation, explanation, analysis and synthesis, simulation
Educational tools for general use: sheet, chalk, worksheets, accounting documents.
Assessment: systematic, oral observation
Work with students: Teacher-Students frontal activities, team work
Bibliography: Business Financing textbook for the 12th grade, Oscar Print, Bucharest, 200

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Lesson
activities/Cont
ents and
objectives
Time
Teacher’s activity
Students’ activity
Didactic strategies
Evalua-
tion
Teaching
methods
Teaching
tools
Forms of
organizing
the
activities
Organiztional
sequence
5 Checkes students attendance;
Makes remarks and
recommendations
They answer the questions
posed by the teacher, note
down the observations and
the recommendations
received.
Conversa-
tion
The school
register,
pencils and
the
blackboard
Frontal
-
Recapitulatio
n,
systematizatio
n and
knowledge
consolidation
30 Draws the Ss’ attention
Presentation of the lesson title
and lesson objectives.
Updating knowledge
T. acts as a guide for gaining
knowlegde through specific
exercises
Students take notes in
their books and answer
the T’s questions.
Students work in teams
simulating a stage of staff
selection - knowledge and
skills tests.
They take notes in the
workbooks and solve the
task.
Introductio
n of
knowledge
Teamwork
blackboard teamwork Oral
evalua-
tion
Analyzing the
results of the
activity and
drawing
conclusions
15 The teacher offers feedback of
the Students' level of
knowledge and their task
performance, and gives grades
and males remarks.
The students present the
results of their work
Introductio
n of
knowledge
Conversa-
tion
Handouts
Accounting
documents
Frontal Oral
evalua-
tion

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4. LESSON PLAN- THE COMPANY'S MARKETING ENVIRONMENT
School unit: Technical College "Petru Poni" Roman
Date: 15/05/2017
Class: XI B
School Subject: Marketing Business
Teacher: Cristina Juravle
Learning Unit: Marketing Business
Lesson Title: The company's marketing environment
Type of lesson: Fixation and consolidation of knowledge
Lesson Duration: 50 min
Specific Skills: Analyze the role of marketing environment for the economic agent
Teaching methods and procedures used:
• Conversation
• Explanation
• Exercises
• Teamwork
Teaching materials
• The flipchart
• The Internet
• The "Marketing Business" textbook for the 11th
grade
STRUCTURE AND ACTIVITIES:
I. Introductory activity: 3 min
The teacher provides the conditions for the optimal lesson by conducting presence, introducing the
theme of today’s lesson and capturing their attention.
II. Checking knowledge from the previous lessons as well the theory by using flipchart sheets: 42
min
Students are grouped in teams of 4 and receive a flipchart paper that must have one of two
forms of communication that they had to prepare.
Defining aspects of the marketing environment

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The company's micro-environment includes the immediate action factors and forces that directly
influence the success of the business and over which the entity exercises its control to a greater or lesser
extent: the enterprise itself, suppliers, intermediaries, competitors and the public.
- Providers. While customers are a direct source of revenue for the enterprise, suppliers are the variable
element in the cost structure of a product. The cost of a product varies directly in proportion to the
amount of raw materials, subassemblies and components the company buys from suppliers. Suppliers
are a force of influence through the prices, the quality offered and the promptness- and we can say that
from this point of view the suppliers in Romania are a big problem, many companies having to deal
with a single supplier. When suppliers enter the competition for the customer, they will strive to
provide more credibility and keep their prices as low as possible to attract as many customers as
possible.
- Customers - is a competitive force because they can drive down prices, require increased quality or
more after-sales service, and thereby influence a product's market.First of all, customers positively
influence the business of an enterprise as long as it buys its products and not those of competition. The
more customers buy from an enterprise, the more it will increase its profits. Firming on the business
(negative force) occurs when clients quit doing business with it and are moving towards existing
competitors on the market. Therefore, the company must develop strategies for attracting, retaining
and even winning customers.
- Intermediaries are natural or legal persons linking the seller to the buyer of a product, a service, or a
transaction that is empowered by both parties in exchange for an advantage.
- Competitors are similar organizations that try to meet the same needs of customers and are perceived
by consumers as alternatives to meet their requirements. Competitors of a company may join one of
the following categories:existing market rivalry between older manufacturers;the emergence of new
competitive firms; alternative products and / or services.
The company's macro environment involves external forces that act on the enterprise and the
micromedium by stimulating or fading the activity despatched by it. These forces are grouped into the
demographic environment, the economic environment, the technological environment, the political and
legal environment, the socio-cultural environment and the natural environment. These factors
constantly exert a lesser or greater influence on the activity of the enterprise, being in a permanent
change.
They are:

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- The demographic environment includes the population in the area of activity of the enterprise,
showing interest both as the labor market and as the market for goods and services. The company is
interested in several demographic aspects: the number of population in the area of interest, population
structure by gender and age, family structure (most of the cars in Romania are destined for a family
and not just for a person), density, population mobility, Population distribution in rural and urban
areas, ethnicity, religion, education, etc.
- The economic environment encompasses all the factors in the economy that influence the ability of
the enterprise to compete in its field of activity, but also the possibility and willingness of consumers
to buy various goods and services.4 Among the factors that influence purchasing power are the current
incomes, Prices, the trend towards savings or consumption and credit policy.
- The technological environment has an important role to play in achieving the goals and objectives
proposed. Technology can determine how to meet different consumer needs and influence marketing
decisions about new products and services, packaging, promotion, distribution, and more. Companies
that do not adapt to new technologies endanger their long-term existence, losing customers in favor of
competitors.
- The political environment is formed by the social structures of society, the political forces that act
and the relations established between them. All this leads to a stable or less stable political climate
with direct influences on the business environment of a country as well as the degree of State
intervention in the economy and the general attitude of the administration towards the economic life of
the society.
- The socio-cultural environment includes the institutions and factors that define a society, giving it a
system of values, traditions, norms and customs that generate a certain ethical, moral and cultural
behavior for all its members.
- The natural environment is part of the general framework in which an enterprise carries out its
activity, exercising some constraints on it or giving it some opportunities.
The price of products is influenced by the cost of raw materials, energy, and lately by spending on
pollution reduction.
In conclusion, monitoring of all the factors of micromedium and macromedium must take place
continuously, each component of the marketing environment must not be broken from context but
pursued in interdependence with all other factors. Keeping track of trends and trends in the marketing

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environment is a difficult task, but any manager knows that a major change in any of these factors can
have a major impact on marketing goals and plans.
The way the teacher collaborates with the students is represented by way they solve the worksheets.
After completing the sheet, each team presents in front of the colleagues how they solved the task that
they received. Based on the sheet, the presentation in front the class and teamwork cooperation, the
teacher attribute grades to the students.
III. Feed-back and fixation of the newly acquired knowledge: 5 min
Resuming the information on the company's marketing environment.

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5. LESSON PLAN- CATHOLIC RELIGION / HISTORY
School: Colegiul Tehnic „Petru Poni‖ Roman
Date: 15.05.2017
School subject: Catholic religion/History;
Class : the 9th grade
Teachers : Mihaela Pîslaru (Catholic religion) and Monica Pescaru (History)
Unit: Christianity in the Second Millennium
Topic of the lesson: the Great Schism
The type of lesson: teaching-learning
The main objective of the lesson:
Acquiring new knowledge of the great rupture (Schism) of the Christian church in 1054, cultivating
affection and attachment towards one’s own religion and understanding of the other religions of the
world;
Secundary objectives: By the end of the lesson, students will be able to:
O1 – To use correctly the notions of Church, Catholicism, Orthodoxy, schism;
O2 –To understand and to explain the causes behind the rupture of the Christian church
O3 – To specify the historical context in which the Great Schism of the Christian Church took
place ;
O4 – To present the moral and cultural values promoted by the Western Church and the Eastern
Church;
O5 – To present arguments to support the superiority of the Christian doctrine in relation to the
other religions previously studied.
Resouces:
1. Official:  School curriculum for Religion, the 9th grade

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 The calendar planning of the units for the 9th
grade textbook
 Designing the learing units
2. Temporary:  Number of lessons – 1
 time – 50’
3. Bibliographical: Holy Scripture, IBMBOR Publishing House, Bucharest, 2001
Pr.conf.dr. A. Stan, prof. Remus Rus, History of Religions for Pre-
University Education, Ed. IBMBOR, Bucharest, 1991
The Romanian Orthodox Archdiocese of Vad, Feleac and Cluj,
Religion, Romano-Catholic cult, Manual for the 10th grade, Ed. Presa
Buna, Iasi, 2009
Vicentiu Pal, Themes from the History of Religions for High School
Education, 1997
Serbu, S; D; M; Methodology of teaching religion, Ed. Reunification,
Alba-Iulia, 200
Teaching strategy
1. Methods and Procedures: power-point presentation, heuristic conversation, catechetical and
collective debate, moral exercise, explanation, reading, religious meditation, problem-solving
2. Means of education: computer, video projector, worksheets
3. Forms of organizing students’ activity: Front activity, group and individual activity
Procedure
N
o
Stages of
the lesson
Ob
.
Tim
e
Teacher’s activity Student’s activity Methods
and
procedure
s
Means of
education
1
Organizati
o-nal
moment
2’ Greetings
Prayer
Marking absences
Preparing for the lesson
Greetings and
prayer Preparing
for the lesson
-common
payer

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2 Lead-in 5’
- What are the great
religions of the world?
- What are these religions
called great?
- What do you know about
Christianity?
- What is the institution
specific to Christianity?
Points out: the fundamental
problems of existence find
their answer in religion and
the comparison between
the great religions brings
an added insight into their
own spirituality;
- Open the power-point
presentation
They answer the
questions related
to:
-Judaism,
Christianity, Islam
-the perenniality in
history, originality,
- depth of faith
teaching,
- number of
followers;
- Christianity is a
monotheistic
religion
- The institution
specific to
Christianity is
the Church
-conver-
sation
-Expla-
natio
Notebooks
Work-
sheets
3
Specificatio
n of title
and skills
2’ -Record the date and title
on the board - Great
Schism
-Specify skills orally
-Students are
attentive to the
presentations of the
teachers
- they listen and
pay attention to the
presentation of the
objectives of the
lesson
-Expla-
nation
4 Delivering
the lesson
Complete
systemati-
zation and
knowledge
building
C1
C2
C3
36’ -Organize the activity so
that more students are
involved in the reading of
the presented material
-Train students to interact
-Ask students to come up
with additional questions
-Provide both historically
and religiously
-Participate in the
reading of the
presented material
- Engage in the
conversation
- Listen to the
explanations
received
The
conver-
sation
Expla-
worksheet

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O3
O4
O4
explanations
-Train students to become
aware of the consequences
of Church rupture in the
Eastern Church and the
Western Church
- Organize students'
activity in groups
- Guide the work of the
teams
-Support the work of the
teams
- Ask the teams to present
their work and come up
with addition information
-Recall some features of
the Christian church
Students answer the
questions:
- Do you think that in the
actual society there can be
a union between the two
sister churches?
- Do you think the
information received today
will affect your religious
life? Bring arguments to
support your ideas and
opinions.
- Why do you think it is
better to use the term of
tolerance to describe the
relationships between
people?
-Present the way we have
to live together today when
there is such a multitude of
religions and which should
be the relationship between
people?
-Describe the way we can
be new missionaries in the
places we live?
-Participate in
solving work tasks,
ask additional
questions
-take notes on the
worksheet by
adding the
information
corresponding to
the workload
received
-Team
representatives
support their point
of view
-they present their
various answers:
constraint,
ignorance,
curiosity, choosing
a way that seems
easier
-listen carefully to
the teachers’
presentations
-Various
responses:
goodness,
kindness, love of
the neighbor
manifested by the
desire to preach
Christ, the
appreciation of the
real values of the
other faith
-Various
responses, by
personal example,
without means of
attracting material
nation
Anlyzing
the
problem
The
conver-
sation
Intros-
pection
Explana-
tion
Debate
The moral
example
The
conver-
sation
Explana-
tions

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Presenta-
tion of
opinions
and ideas
6 Evaluation O4 1’ -Verbally assess the quality
of responses and notes
pupils who have proven
complete and accurate
answers in the stages of the
lesson
-students listen to
the teachers’ feed-
back
-explana-
tion
7 Home
assignment
2’ -Filling in the worksheets;
offering guidelines.
- students follow
the teaches’
guidelines and
write down the
homework
8 End of the
lesson
O1 2’ - Prayer
-Greetings
- Prayer
-Greetings
-moral
exercise

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6. LESSON PLAN- WHO WERE THE ANGLO-SAXONS?
Class: IX D
Date: 19.09.2017
Level: Pre-intermediate, 30 students
Topic: Who were the Anglo-Saxons?
Aims:
- to raise cultural awareness of the Anglo-Saxons and the bringing Christianity to Britain
- to develop reading, listening and speaking skills
- Teaching strategy: Team-teaching
Teachers: Mihaela Pîslaru (Religion teacher) and Elena Apăvăloaei (English teacher)
Procedure
1. Warm- up. ................................................ 5 minutes.
Students are asked questions about The Invaders of Britain (the Celts, the Romans and the Viking). In the
previous lessons they have been presented information about these invaders (power-point presentations
and short youtube.com videos)
2. Lead in. …………..................................... 5 minutes
The English teacher (T1) introduces the students (Ss) the Religion teacher (T2) who will present them
information about bringing Christianity to the Anglo-Saxons. T2 explains Christianity to the students
3. Presentation stage........................................ 30 minutes
The Religion teacher delivers a power-point presentation about the process on making the Anglo-Saxons
Christians. She asks the students questions to check understanding, then she talk about St. Augustine. The
English teacher translates into Romanian the information presented by T2, then asks the Ss to do the
follow-up exercises (Fill-in, Match, Answer the questions, Look at the map and identify the routes,
Translation exercises)
4. Feedback. ......................................................5 minutes
Teacher 1 and T 2 give points for congratulates the Ss.
5. Homework: exs.2 and 3/page 22 (which are about the Anglo-Saxon epic, Beowulf)

Page 40 of 60

Page 41 of 60
7. LESSON PLAN THE ELIZABETHAN AGE
Class: IX D
Date: 22.09.2017
Topic: The Elizabethan Age
Aims:
- to raise cultural awareness of the Elizabethan Age
- to develop the reproductive (reading and listening and the productive (speaking and writing skills)
Teachers: Monica Pescaru (History teacher) and Elena Apăvăloaei (English teacher)
Procedure
1. Warm- up. ................................................ 5 minutes.
Introductory conversation about the importance of the culture and civilization lessons in the English
textbook for the 9th
grade.
2. Lead in. …………..................................... 5 minutes
The English teacher (T1) introduces the students (Ss) the History teacher (T2) who presents them a
video about Queen Elizabeth I of England: https://www.youtube.com/watch?v=0wNboYbgYjo,
Elizabeth: The Golden Age Official Trailer #1 - (2007) HD. Then, the Ss answer the T’s questions.
T1 invites Ss to watch fragments of the documentary about Elizabeth I, the ask their opinions about the
Queen. (https://www.youtube.com/watch?v=ahOvTUkzwqg, Elizabeth - From The Prison To The Palace
- Part 1 of 4 (British History Documentary) | Timeline). Follow-up exercises, Fill in the texts with words
and expressions, Translation exs. (Funny facts about Elizabeth I).

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Teacher 1 and T 2 nominates the most active Ss.
5. Homework: Translate into Romanian (ex III page 58)

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8. LESSON PLAN- ENGLISH CATHEDRALS
Class: IX F
Date: 28.09.2017
Topic: English Cathedrals
Aims:
- to raise cultural awareness of the English architecture, especially the Gothic cathedrals
- to develop reading, listening and speaking skills
Teachers: Mirela Hurjui and Iolanda Deaconu (CLP-constructions and public buildings teachers)
and Elena Apăvăloaei (English teacher)
Procedure
1. Warm- up. ................................................ 5 minutes.
The English teacher introduces the CLP teachers to the Ss. The teachers talk about the CLP laboratory
and the importance of drawing in the process of building historic monuments, such as the cathedrals
2. Lead in. …………..................................... 5 minutes
T1 invites the students to watch a power-point presentation about the English Gothic cathedrals
T2 and T3 speak in turns about these cathedrals and give instruction on how to draw them on paper.
Before asking the students to try to draw the blueprint or just a wall or entrance of a cathedral, they invite
them to watch a video: https://www.youtube.com/watch?v=9qqXbrpB5_A- English Gothic Architecture
and hand them pictures of several cathedrals. T1 translates the instructions into English)
T2, T3 and T1 gives the points for each group who worked on the drawing and gave answers in English to
the follow-up questions.
5. Homework: hand-outs about cathedrals True or False exs, and read and answer the questions exs.

Page 44 of 60

Page 45 of 60
9. DIDACTIC PROJECT- THE EYE STRUCTURE AT MAMMALS
Colegiul Tehnic ‖Petru Poni‖, Roman
Professor: Lăpuşneanu Loredana
BIOLOGY
The 10th grade
Lesson subject: The eye structure at mammals
Learning Unit: The Relationship Function
Type of Lesson: Laboratory Lesson
Lesson Purpose: Identifying the structure and physiology of the mammalian eye
Aquired competences:
General competences Specific competences Derivative
competences
1. Receiving information about
the living world
1.2. Recognising the organs
and the vegetal and animal
organ systems for comparison
purposes
- identifying the
visual stimulus
and visual
receptors.
2. Exploring biological systems 2.1. Using the investigation to
highlight the structure and
functions of the organisms
- Performing the
dissection on a
mammalian eye.
- Identify the
components of
an eye.
- explaining the
physiology of the
eye.

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-using the
laboratory
instruments
correctly.
2.2. Processing the results of
the investigations in order to
establish a conclusions
- To be able to
list the
transparent
environments of
the eyeball
3. Using and building models
and algorithms to demonstrate
the principles of the living
world
3.1. The representation of the
structure and the functions of
the organisms based on models
- to model the
components of
an eye.
4. Oral and written
communication using the
correct terminology of biology.
4.1 Properly using the biology-
specific terminology in
different communication
situations
- to correctly use
the biological
terminology
when
formulating
conclusions
drawn from the
laboratory
lesson.
5. The transfer and integration
of the competences and
working methods specific to
5.2. Explaining and applying
the rules and procedures to the
students in order for them to
- explain the
causes of sensory
impairments and

Page 47 of 60
Material Resources: Worksheets, cattle eyes, dissection kits, dissection trays, pins, sheets
explaining the structure of a human eye, sheets explaining the sight deficiencies
Procedural resources: independent observation, conversation, problematization,
explaining, the experiment, demonstrating, learning by discovering new facts
Bibliography: 10th grade textbooks, „Lucrări practice de biologie‖ – Viorel Lazăr, Marian
Niţă, Violeta Buşe, editura Arves, 2005, Anatomy Atlas, online materials
1. Preparing for putting up the issue (updating the knowledge)
Updating the knowledge related to the components of a sense organ
2. Presenting the problematic situation and formulating the problem
Observing an sketch representing the inside view of an eye. How is the image formed
inside the eye?
3. Creating the hypothesis
The eye contains cells that are specialised in receiving light stimuli. The structures are
found in the retina. The light wave passes through several transparent environments.
4. Solving the problematic situation by discovering the answers and directing the
learning process.
The teacher divides students into groups and distributes work tasks and cattle eyes. The
teacher then demonstrates a dissection on the cattle eye, after which the students perform
the dissection themselves by observing the tasks in the worksheets.
5. Evaluating the results and establishing the conclusion
The students have been evaluated based on the tasks presented on their worksheets
6. Using the acquired knowledge
Identifying the sight deficiencies and the way they can be corrected.
biology in new contexts. protect their own health and the
environment
corrective
procedures

Page 48 of 60

Page 49 of 60
10. LESSON PLAN- SHAKESPEARE’S FLOWERS
Class: IX D
Date: 06.10.2017
Topic: Shakespeare’s Flowers
Aims:
- to familiarize the students with W. Shakespeare’s work
- to encourage students to express their opinions
- to develop listening comprehension skills
Teachers: Loredana Lăpușneanu (Biology teacher) and Elena Apăvăloaei (English teacher)
Procedure:
1. Warm- up. ................................................ 5 minutes.

Page 50 of 60
The Biology teacher talks about the flower which grow in Great Britain and about the passions of the
British people for gardening.
2. Lead-in …………………………………..5
The English teacher invites the students to watch a power-point presentation English gardens. Follow-up
questions.
T1 and T2 speak in turns about the flower expressions in the Shakespeare’s sonnets, comedies and
tragedies. They deliver hand-out to the students to read Shakespeare’s lines and underline those which
make references to flowers. They make lists with flowers and draw they favourite ones while listening to
several Shakespeare’s sonnets. Then T1 and T2 talk about the ideas expressed in the works of W.
Shakespeare and they are encouraged to express their own opinions (agree or disagree exs, True or False,
Match, Rephrase and Translate into Romanian exercises)
Teacher 1 and T 2 give nominates the most active Ss.
5. Homework: exs.1 and 2/page 100 (which are about Food idioms in Shakespeare's works)

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11. MATHS LESSON- PROBLEMS IN COMBINATORICS: APPLICATIONS
We have :
nP =n! or A n
n
=n! permutation of n,taken n at a time. Order is important.
Ak
n
=
 !
!
kn
n

permutation of n,taken k at a time. Order is important.
C k
n
=
  !!
!
kkn
n

combination of n,taken k at a time. Combination : order not important(subsets)
Applications
1) How many ways can one order the digits: 0; 2; 3; 8?
2) How many natural numbers with 4 distinct digits are there with digits: 0; 2; 4; 8?
3) Given digits 0; 1; 2; 3; 4, how many natural numbers with 3 distinct digits are there with the given
digits?
4) A team of students has to schedule 4 exams in 8 days. How many ways can they do this? What if
the last exam has to be scheduled during the 8th
day?
5) Given 7 distinct points, each 3 being non-collinear, find the number of distict lines passing
through all pairs of (two) distinct points.
6) 20 players participated at a chess tournament, and each pair (every two) of players met each other
exactly once. How many chess-games were played during that tournamen t?
Problems in Combinatorics: Applications
We have :
nP =n! or A n
n =n! permutation of n,taken n at a time. Order is important.
Ak
n =
 !
!
kn
n

permutation of n,taken k at a time. Order is important.
C k
n =
  !!
!
kkn
n

combination of n,taken k at a time. Combination : order not important(subsets)

Page 52 of 60
Applications
1) How many ways can one order the digits: 0; 2; 3; 8?
2) How many natural numbers with 4 distinct digits are there with digits: 0; 2; 4; 8?
3) Given digits 0; 1; 2; 3; 4, how many natural numbers with 3 distinct digits are there with the
given digits?
4) A team of students has to schedule 4 exams in 8 days. How many ways can they do this? What if
the last exam has to be scheduled during the 8th
day?
5) Given 7 distinct points, each 3 being non-collinear, find the number of distict lines passing
through all pairs of (two) distinct points.
6) 20 players participated at a chess tournament, and each pair (every two) of players met each other
exactly once. How many chess-games were played during that tournamen t?

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12. LESSON PLAN- THE EFFECTS OF ELECTRIC CURRENT
Name Dascălu Mariana Gabriela and Miclăuș Daniela
Date: 16.05.2017
Class: X C
School: Colegiul Tehnic ―Petru Poni Roman
Time of lesson: 11.10-12.00
Unit: Produce and use the electricity
Lesson: The effects of electric current
Type of lesson: Mixed type
Lesson aims:
1. To create interest in the magnetic field around conductor,
2. To raise expectations about the understanding of phenomena magnetic field around the conductor
with electric current,
3. To familiarize students with vocabulary linked to the topic of the lesson
4. To get students to express their own views on the matters presented
Skills: Reading, Writing, Speaking, Listening , Showing the phenomena, explaining the experiments.
Methods of teaching: - inductive method/ oral method/ direct method
- communicative method
- 2 teachers explain in the same time the lesson to different group
of pupils. One teacher explains an experiment to a group of few
Romanian pupils and few pupils from other country, other teacher
explain other experiment to other mixed pupils. Then, together
teacher and pupils are moving to other table to see other
experiment.
So they all move to see all 6 different tables with experiments.
Materials: textbook, blackboard, chalk, cd-player, a conductor, a
magnetic materials, battery electrical conductor, little needles of
iron.

Page 54 of 60
The scientific explanation is:
The magnetic field around the conductor consists of a number of concentric closed lines of force. If we
pass an current through a conductor through a card board as shown in the figure and try to plot the field
with the help of a magnetic needle on that card board, we shall get the magnetic lines as shown in figure.
These are all closed circles and concentric with the conductor. Now if we reverse the current in the
conductor and repeat the same experiment as shown in the figure, we shall get the oppositely directed
closed circular magnetic lines, concentric with the conductor as shown.
From the above experiment it is also found that when current flows through the conductor in
upward direction, the direction of circular magnetic lines are anti clockwise if we observe from the top.
On the other hand; if the current flows through the conductor in downward direction, the circular
magnetic lines are clockwise if we observe from the top. Properties of magnetic field due to a current
carrying conductor can be summarized as below,
All lines of magnetic field are circular in shape, symmetrical to each other and concentric with the
axis of current carrying conductor.
The radius of the lines of force increases as we go away from the axis of the conductor.
The direction of magnetic circular line depends upon the direction of flow of current through the
conductor.
The magnetic flux density of the induced magnetic field around the conductor increases if the
current flowing through the conductor is increased and it decreases if the current is decreased.
Determination of Direction of magnetic field around a Current
Carrying Conductor.
There are mainly two popular rules for determining the direction
of magnetic field due to a current carrying conductor and these are Cork
screw rule
Cork Screw Rule
If the right handed cork screw is held with its axis parallel to the conductor pointing the direction
of flow of current and the head of the screw is rotated in such a direction that the screw moves in the

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direction of flow of current, then the direction in which the head of screw is rotated, will be the direction
of magnetic lines of force
Oersted had established that a compass needle gets deflected in the vicinity of a current carrying
conductor i.e. this conductor exerts a force on the compass needle. Later on, in the year 1821, Michael
Faraday discovered that a current carrying conductor also gets deflected when it is placed in a magnetic
field. This can be said that magnetic field and this current carrying conductor exert a force on each other
in their vicinity.
Suppose a conductor carries current I and it is with the length (l). As
it is carrying current (DC), some flux lines will be generated around the
conductor and they are concentric with the central axis of the conductor. So
an electromagnetic field is established due to this current through
this conductor.
Following right hand thumb rule the magnetic flux lines get the
direction along the bent fingers when thumb denotes the direction of
the current flow, i.e. shown in the figure below.
This current carrying conductor is placed between two poles of a horse shoe magnet of flux
density . This magnet is tightly fixed to the ground. Conductor is not fixed, rather it is free to move.
The length of the conductor is just perpendicular of the permanent magnetic field of the horse shoe.
So, it is clear that the direction of current and
magnetic field is normal to each other.
Now two magnetic fields (electromagnetic
field by the conductor and permanent magnetic
field by the horse shoe magnet) are in their action.
The concentric circles of electromagnetic
flux due to flowing current (I) through this conductor try to repel the magnetic flux of the permanent
magnet at that situation. Let us consider the force is . Here the direction

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of the current depends on the orientation of
length of the current carrying conductor
(l), so vector is taken for length only. The
force is the cross product of length
vector ( ) and the flux density vector (
). Now,
Here, θ is the angle between two vectors and is the unit vector of the force in the
perpendicular direction with respect to two vectors direction.
In This direction of force the conductor will move to. This consequent can be simplified with an
easy rule, i.e. Fleming’s Left Hand rule. By stretching three fingers of left hand in perpendicular manner
with each other, if the direction of the current is denoted by middle finger of the left hand and the second
finger is for direction of the magnetic flux then the thumb of the left hand denotes the direction of the
conductor’s movement.
Now the direction of the current through this conductor depends
on the conductor in which orientation the conductor is placed between
two poles of the magnet. So the current carrying conductor always faces
a force in the vicinity of a permanent magnet or any electro-magnet.
Based on this phenomenon DC motor rotates.

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14. ERATOSTHENES EXPERMENT - Teachers:Stan Mihaela (ICT teacher). , Dumea Antonel
(English teacher).a , and Elena Apăvăloaei (English teacher).

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SEYING “ HELLO ” TO EUROPE!

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INCLUSION ON THE
WAY TO EUROPE
This project is funded with the support of the European Commission.
This report reflects only the views of the author and The Commission is not responsible for any use which may
be made of the information contained therein.

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