Wow booklet good practices

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BOOKLET
GOOD PRACTICES
ERASMUS PLUS Key Action 2: Cooperation for innovation and the exchange of good
practices
The Project “Water in our world” Number 2016-1-BG-KA219-023796 has been held in a
period of two years /from 01-09-2016 to 31-10-2018/. It establishes a partnership among six
schools from Bulgaria, Italy, Poland, Turkey, Lithuania and Portugal which developed and
performed the key project actions, aims and goals.
This project has been funded with support from the European Commission.
“This publication reflects the views only of the author, and the Commission cannot be held responsible for
any use which may be made of the information contained therein“

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ACKNOWLEDGEMENTS
The booklet is a compilation of good practices and workshops and it can
be a suitable teaching resource for Erasmus + Learning activities with students,
for training courses and sessions, for English or CLIL lessons.
This publication has been created as a result of the intensive work by
participants and teachers’ teams during the Learning Teaching and Training
Activities in Bulgaria, Portugal, Poland, Italy, Lithuania and Turkey. We would
like to express our gratitude to all who contributed to creating the booklet, with
their suggestions, feedbacks and dedicated work. We are also grateful to all
participants – students, teachers, school staff, parents, local communities who
took part in the project and made it possible to be implemented .
The project WOW was funded by Erasmus Plus Prorgamme of the
European Union and granted through the National Agencies in Bulgaria, Italy,
Portugal, Poland, Lithuania and Turkey.

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WHY did we create the “good practices booklet”?
The main aim of the “good practices booklet ” is to train, motivate, empower and
improve professional competences of students, teachers in schools and professionals to
successful work through non-formal methods in formal education on improving the
entrepreneurial, employability and transversal skills of young people they work with within
their organisations and communities.
More information you can find on the project WOW site: http://www.wow-erasmus.com/
Projects objectives
1. Developing students’ skills for critical thinking
The topic of the project gives an opportunity to students to work over environmental water
problems. Through activities connected to gathering information, presenting and discussing
water conditions in each partner countries, students develop personal outlook and civil
position for solving and preventing water nature issues. Participants in the project are aware
of local authorities responsible for environment and obtain social attitude to criticize and offer
various solutions. They take part in workshops and project based classes where they
implement and present their abilities practically.
2. Creating cultural water heritage via new technologies
Water resources and pools with local, regional, national and international significance are
located in each partner country. Many of them has common features and their similarities and
importance can be easily compared by students. Through taking pictures, creating
presentations, preparing brief reports, providing internet discussions and establishing student
blog to combine the results and outcomes through non-formal learning activities, the project
represents water as cultural heritage.
3. Using non-formal, innovative learning activities in an environment of
inclusion for improving students’ studying and training so they learn
marketable and lifelong learning strategies
The project aims to organize and provide different educational activities outside the
traditional classroom using collaborative, flexible educational methods, which are focused on
clearly defined purposes. One of the project goals for students is to participate in publishing a
project newspaper with the name Water in our World. It turns young students into reporters,
editors, journalists, photographers and gives them a chance to perform real practical activities
as taking interviews, writing and editing articles, discussing issues, working in teams, having
a real working positions. Furthermore, the project expects benefits for teachers as they are
responsible for supervising, supporting and helping students’ work.

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PARTNER ORGANSIATIONS
ORGANISATION COUNTRY
Letets Hristo Toprakchiev Secondary school
http://soubozhurishte.com/news.php
Bulgaria, Bozhurishte, 10
“Ivan Vazov” street
Agrupamento de Escolas do Forte da Casa
http://portal.aefc.edu.pt/
Portugal,Forte da Casa, rua
Rua Da Republica 2625-503
Siauliai Ragaine progymnasium
http://ragaine.su.lt/
Lithuania, Siauliai
Tilzes street 85
Liceo Statale " E. Majorana"
https://www.liceomajoranarho.it/
Italy, San Giovanni La
Punta,Via G. Motta,87
Publiczne Gimnazjum Nr 26 Im. M. Reja
http://www.gim26.edu.pl/
Poland, Lodz, al. 1 MAJA
89
Ted Malatya
http://www.tedmalatya.com/
Turkey,Inonu Universitesi
Kampusu Elazig Yolu uzeri
10. Km
If you need more information , please do not hesitate to contact us :
souhristotoprakchiev@abv.bg

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CONTENT
WATER RELATED IDIOMS-Bulgaria...............................................................6
AN INTERACTIVE GAME “EUROPE AND WATER”, ORGANIZED AS AN
IT COMPETITION-Bulgaria................................................................................8
HUMAN RIGHTS, REFUGEES-Bulgaria.........................................................11
MATHS INSPIRATION - Bulgaria....................................................................13
BULGARIA THROUGH MY EYES – VIDEO-Bulgaria .................................16
ERASMUS WOW BLOG-Italy..........................................................................18
CREATE A POSTER-Italy.................................................................................22
CREATIVE WORKSHOP “EBRU PAINTING ON WATER”-Lithuania........25
WORKSHOP “INTERNATIONAL PIZZA MAKING”-Lithuania...................27
GOOD PRACTICE AND TRAINING “SKATING ON THE ICE RINK”-
Lithuania..............................................................................................................29
OUTDOOR CITY GAME IN LODZ, POLAND...............................................31
PHOTOGRAPHY WORKSHOP ”LET’S START TAKING GOOD
PICTURES.”-Poland...........................................................................................33
PRESENTATION ABOUT “WATER IN THE HUMAN BODY” IN POLAND-
Portugal................................................................................................................35
ICE-BREAKING GAME “TO DO AND SAY - Portugal.................................37
DIGITAL LIBRARY – THE WEB 2.0-Portugal ...............................................39
PHOTOGRAPHY-Turkey....................................................................................41

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“Letets Hristo Toprakchiev” Secondary School,
Bulgaria, Bozhurishte, 10 Ivan Vazov Street
WATER RELATED IDIOMS-Bulgaria
DEVELOPED BY Teodora Taneva, Tatyana Dimitrova
SUMMARY OF THE ACTIVITY
A dictionary with idioms, which contains water words.
This is a group game or activity to match pictures/photos/drawings with idioms.
Students are divided into 5 groups and they get their own lists with idioms and
pictures. They have to find the picture that matches the water idiom.
Themes that the activity tackles  Intercultural learning
 Understanding the literal and
figurative meaning of an idiom.
 Critical thinking
Target group The activity was used by students and
teachers, during the LTTA in Bulgaria.
It can be used as an additional material in
English lessons, extracurricular classes,
project work or teaching workshops.
Aims and objectives of the activity  To illustrate the literal and
figurative meaning of an idiom
 To enhance students’ explanation of
literal and figurative meaning of
idioms
 To match correctly idioms with
their figurative meanings
 To identify and sort out items
according to their categories
 To improve content and language
integrated learning
 To motivate students’ learning
 To develop interactive teaching and
learning
Time in minutes 40 minutes
Group size 20 students divided into smaller groups
Instructions 1. Presentation of the idioms -10 min.
The teacher chooses 10 idioms from the
dictionary and explains them
2. Explanation of the activity
Divide students into 5 groups. Each group
receives a cardboard, some glue, 10 lists

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with idioms and pictures – 3 min.
3. Groups work to prepare a poster with 10
idioms and corresponding picture to each
idiom - 20 min.
4. Conclusion – 2 min.
5. Evaluation – 5 min.
Debriefing and evaluation Evaluation - The winner is the team who
first manage to match correctly the idioms
from the list to the pictures.
Space requirements and training materials Activity in the classroom
Materials: lists with idioms, images, glue,
cardboard
Tips for facilitators You can give the participants some printed
materials or links connected to the meaning
of idioms.
You can help them with oral explanation of
the idioms
Additional information, notes Presentations with the idioms
Materials - cardboard, lists with idioms,
pictures, glue, some printed materials with
the definitions of the idioms or their usage
in a situation.
Photos

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“Letets Hristo Toprakchiev” Secondary School
AN INTERACTIVE GAME “EUROPE AND WATER”, ORGANIZED AS AN
IT COMPETITION-Bulgaria
DEVELOPED BY Stanislava Pototska, Kamelya Kostova, Asya Venelinova,
Teodora Taneva
Teams of students and a teachers’ team. This is a computer based test. The electronic test
includes questions from a variety of areas - water and water resources, lifestyle, traditions,
culture, folk costumes and musical instruments, celebrities, sportsmen from the
participating countries, as well as issues related to the European Union and the Erasmus+
project “Waters in our World".
The test has been created with the Easy Quizzy program and was specially
developed for the purposes of the "Water in Our World" project by the Information
Technology teachers in the Bulgarian partner school. The test contains multiple-
choice questions and questions about a combination of photos and text. The
questions are in English.
Themes that the activity tackles  European Union facts and
information
 Water issues
 Cultural and traditional values
 Team work
 Enhancing language
Target group The program easy Quizzy can be useful for
everyone to prepare or create various tests.
The test is addressed to young people who
need to improve their knowledge about
Europe and European countries or are
interested in water related topics. The
activity develops English language
competences.
Aims and objectives of the activity  To learn more about European
countries, partners of the project
WOW
 To become aware of the importance
of water and climate
 To work in teams
 To solve test in an interactive way
 To share cultural values, national
and European identities

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Time in minutes 30 minutes, depending on the number of
the questions - about one minute per a
question
Group size 30 to 40 people divided into 6 groups Each
team consist of students from the partner
countries – Lithuania, Portugal, Italy,
Turkey, Poland, Bulgaria and a teacher
team
Instructions A computer based test
Explanation of the types of the questions –
2 minutes
There are different types of questions:
• Questions with only one correct
answer – You have to choose it
• Questions with more than one
correct answer – You have to choose them
• Finding the matching objects – You
have to match them dragging the mouse
• Arranging objects – You have to put
various objects into correct order
Explanation of the position of the test on
the computer / laptop and assuring that
each team has found folder and started the
test – 1 minute
Find a folder named IT on the desktop.
There is a sub folder named TEST
Debriefing and evaluation After finishing the test each team receives
points for each correct answer. The winner
is the team with the highest result. The
system generates a detailed report with the
right and wrong answers.
Space requirements and training materials A conference room, a projector with a
computer, 6 tables with 6 computers, chairs
for the participants
Tips for facilitators This activity can be adapted to a bigger
group or it can be done in the computer lab
as a test for each student.
Additional information, notes The IT test
Materials – besides the technical
equipment, you may need to prepare labels
with the team number
Photos

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HUMAN RIGHTS, REFUGEES-Bulgaria
DEVELOPED BY Tatyana Dimitrova, Teodora Taneva
A presentation that consists of refugee statistics, basic terms, problems and issues
related to refugee status, responsible authorities and state duties, the attitude of non-
profit organization and the role of the Red Cross. The students are in a state of
discussion, they ask questions, express opinions, exchange attitude. The teacher is a
facilitator, supports students and explains complicated situations or
misunderstanding. Students gain knowledge about refugee challenges in the
European Union and Bulgaria.
Themes that the activity tackles  Refugee challenges
 Critical thinking
 Arguing and discussing over a
certain point
 Tolerance
 Civil competences
Target group The activity was created by the students
and teachers who attended a meeting in the
State Refugee Agency in Bulgaria.
It can be used as a teaching and educative
material in classes for civil education,
extracurricular classes, school discussions,
English lessons.
Aims and objectives of the activity  To gain knowledge about the role of
the state and society in ensuring
security, human rights and social
peace
 To identify the different causes of
refugee flows and migratory
process
 To create skills for using statistical
information and documentary
material, as well as reading and
drawing up tables, diagrams
 To form a sense of tolerance
towards people of different cultural
and religious background
 To promote a sense of empathy for

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refugees and disadvantaged people
 To provoke thinking and enhance
skills for participation in a
discussion
Group size Тhe whole class
Instructions 1. The students are divided into
groups. The teacher gives them a
sheet of paper with two or three
basic questions related to refugee.
Students have to discuss the
questions among the members in
their group and to elect a person to
present their opinion in brief – 15
min.
2. Presentation - 10 min.
3. Discussion of the presentation – 13
min.
4. The teacher overview the main
conclusions, emphasizes the
important outcomes – 2 min.
Debriefing and evaluation Evaluation - The teacher observes and
evaluates students’ participation in the
discussion and knowledge on refugee
related topics, as well as evaluates their
speaking skills.
Materials: a presentation, a sheet of paper
with questions, some papers for taking
notes
Tips for facilitators You can monitor and support students in
case they do not have any basic
information over the refugee topic.
Additional information, notes Presentation
Materials – you can prepare additional
charts, diagrams, short videos, interviews
over the refugee topic.
Photos

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“Letets Hristo Toprakchiev” Secondary School,
MATHS INSPIRATION - Bulgaria
DEVELOPED BY - Antoaneta Milanova, Lyubomira Stoyanova
The lesson about the Fibonacci number aims to present the methodology for CLIL which is
very useful in teaching and learning activities for the STEM disciplines.
Video introduction - 6 min.
Comprehension check and application of the learned material in new situations - 15
min.
Themes that the activity tackles Multi-subject lesson – Maths, Science, Art,
Entrepreneurship
Target group Secondary school students
Aims and objectives of the activity  Students realize the relationship and
interdependence between the
subjects included
 Students apply their knowledge in
real life
 Students find mathematical models
in nature and Art.
 Students create their own Maths -
and-Art Project.
Time in minutes 45-50 minutes
Group size 20 students
Instructions Students answered the Envision
questionnaire
1. How is the Fibonacci sequence defined?
a) Each number is made by adding 1 to the
previous.
b) Each number is the sum of the previous
two numbers.
c) Each number is the sum of all the
previous numbers.
2. What is the value of the Golden ratio?
a) 1, 618
b) 1, 816
c) 1, 186
3. The quotient of any two adjacent
Fibonacci numbers is very nearly the value

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of the Golden ratio.
a) True
b) False
4. When the quotient of the length and
width of a rectangle is equal to the Golden
ratio, we call it a “Golden” rectangle. Find
out which of these rectangles is closest to
the Golden rectangle dimensions.
a) length – 12 cm.; width – 7 cm
b) length – 35 cm.; width – 24 cm.
c) length – 89 cm.; width – 55 cm.
5. Which rectangle model is made with the
square values of the Fibonacci numbers?
a) 1 cm2, 1 cm2, 4 cm2, 9 cm2, 25
cm2
b) 1 cm2, 1 cm2, 16 cm2, 36 cm2, 100
cm2
6. What is the resulting shape from
inscribing a quarter circle within each of
the squares of the infinite division of a
golden rectangle?
a) a spiral
b) a circle
c) an arc
7. Did you know that a 360 degree angle is
actually a circle? In engineering it’s often
called a “revolution”. Divide one
“revolution” by the golden ratio. The result
is:
a) 222, 49о
b) 223о
c) 222, 95о
8. Subtract the ratio of one revolution to the
golden ratio from the total degrees of an
angle, which describes a circle. The correct
solution is:
a) 360о - 360о: 222, 49о= 358, 38о
b) 360о - 360о: 1, 618 = 137, 51о
9. Biologists have determined that the new
leaves of plants grow at a certain angle,
which allows them to maximize their
sunlight use. This angle is called “golden
angle” and is equal to 137, 51о.
The golden angle is easy to make. Let’s
try!
1. Check if the biologists are telling
the truth. Practical task. Searching for the
golden angle in flowerpot plants.
2. Fibonacci in nature and art. Video.
10. A riddle. Can you guess which date is

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set as the day of Fibonacci?
a) October 23
b) November 23
c) January 23
Debriefing and evaluation The students create posters and sculptures
The teacher observes students’
participation in the process of creating
products and evaluates the students`
products.The winner is the team with the
highest result
Space requirements and training materials Classroom, desks, chairs, projector,
Envision equipment
Tips for facilitators Ask students to Create an Art project for
the day of Fibonacci. 20 mins.
The students choose between a postcard, an
interactive poster or a sculpture.
Additional information, notes The students have to be provoked to work
as a team while preparing their products.
Photos

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BULGARIA THROUGH MY EYES – VIDEO-Bulgaria
DEVELOPED BY Stanislava Pototska, Kamelya Kostova and Asya Venelinova
А video that shows photos and that leaves a short message from each partner
country during the LTTA in Bulgaria. This is a group task to create a video from the
visits of the water sites and water geographical objects and to express the emotions
and feelings of the participants. The participants work in a group where the dividing
principle is nationality. Each national team is supported by a Bulgarian student who
is able to work with the IT program Momento Express.
Themes that the activity tackles  Geography
 ICT
 CLIL
 Tourism
 Cultural attitude and behaviour
 Creativity
Target group The activity was used by students and
teachers, during the LTTA in Bulgaria.
English lessons, extracurricular classes,
project work or teaching workshops.
Aims and objectives of the activity  To energize the participants to work
together
 To search for and sort out materials
 To develop interactive teaching and
learning
 To communicate positive messages
 To learn to work with the program
Momento Express
 To share attitude and emotins
Group size 4 - 5 students
Instructions 1. Presentation of the task and team
separation - 5 min.
The teacher divides the students and
teachers on the national principle.
Team 1 – the students from Italy
Team 2 – the students from Poland
Team 3 – the students from Portugal

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Team 4 – the students from Turkey
Team 5 – the students from Lithuania
Team 6 – the students from Bulgaria
Some students from Bulgaria support and
help the teams all the time. They are able to
work with a variety of IT programs and
teach the other students to create their
videos quickly and easily.
2. Creating the video – 40 minutes
3. Presenting the videos – 35 min.
Debriefing and evaluation Evaluation – The teams compare and
discuss their videos concerning places,
water resources and their own attitude and
opinion about LTTA in Bulgaria. They are
also motivated to express what abilities and
competences they managed to develop
working over the project “WOW”.
Space requirements and training materials A computer lab or a conference room, a
projector with a computer, 6 tables with 6
computers, chairs for the participants,
Internet connection.
Tips for facilitators You can create in advanced folders with
photos from the LTTA in Bulgaria.
Additional information, notes The students have to be provoked to speak
in English while presenting their videos.
Photos

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Liceo Statale " E. Majorana" Italy, San Giovanni La Punta,Via G. Motta,87
ERASMUS WOW BLOG-Italy
DEVELOPED BY Giovanna Cantone, Silvana Patti and Simona Costa
Themes that the activity tackles Laboratory activities involved the creation
of a Blog: Theoretical and practical, guided
and participated lessons about “How to
create a blog”.
Target group All the participants of the LTTA in Italy.
Other students of the school. Students with
special educational needs.
Aims and objectives of the activity The blog allows common cognitive and
cognitive growth, the enhancement of
language skills, cooperative learning, peer
collaboration and therefore the consequent
possibility of raising the quality of the
product, the increase in self-esteem and the
sense of responsibility through the online
collaboration, increasing motivation. The
student acquires skills in the use of online
communication tools, skills in
communication techniques (necessary for
the effectiveness and comprehension of a
message), ability to relate (acceptance and
respect of peers), perception of the group,
sense of responsibility, collaborative spirit.
Through the blog the student becomes an
expert in the analysis of relevant
information, in collecting and critically
evaluating materials and sites, comparing
hypotheses, developing critical and
argumentative thinking. The effects
produced and documented by the use of the
blog in the classroom are multiple. In
particular it favors the non-passive use of
the Internet, the possibility of grasping the
deep interconnections of information, the
research and selection of materials, the
critical analysis of information, the sharing
of projects with other schools or other

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educational communities, the exchange of
information, a different interaction with the
teacher, and the self-evaluation of learning.
If properly followed, it can become an
excellent tool for feedback. Reading the
class blog regularly becomes an immediate
way to assess the level of learning and the
progress of the students: a sort of
"historical" of the cognitive process, in
which to catch any difficulties encountered.
Through the blog you get closer to the
personality of individual students, you are
able to know their interests and their
training needs. In this way the teacher can
structure the activity in a "dynamic" way,
making adjustments if necessary to meet
the real needs of the class. Another not
insignificant advantage, thanks to its
extreme ease as it does not require specific
technical and IT skills, the blog promotes
digital communication and becomes a good
opportunity to acquire IT skills. Increase
the visibility of the work done by the
schools.
Time in minutes -
Group size Subdivision by nationality (in some cases
supported by Italian students) in groups of
about 3/4 elements
Instructions 1.Choice of a common theme: "Water in
your country”;
2. Request prior research of water photos in
the country of origin to be published in the
blog;
3. Updating of each blog during the days
spent outside the school during the LTTA
in Sicily;
4. Try to answer orally the questions:
Aspects: What is a blog? Why is it worth
blogging? What should I write about?
5. Working in group on computers in the
informatics room with the help of teachers
to put into practice what has been learned ;
6 Conclusion of the work during the second
of the two meetings in the laboratory.
Debriefing and evaluation Quality of the work done: the final result
was very appreciable under various aspects.
The monitoring and evaluation of
laboratory activities took place according
to the following procedures: direct
observation of the activities; observation of

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the dynamics of cooperation between
elements of the same subgroup;
observation of the dynamics of cooperation
between elements belonging to different
subgroups; observation of the interest
shown both in the laboratory and during the
activities carried out externally;
comparison between the initial skills, the
skills to be achieved and the skills actually
achieved,. The objectives planned in the
initial design phase have been achieved in a
fully satisfactory manner by all the students
who took part in the workshop path. The
group work, the activities proposed, the
way they were carried out represented an
important strength of the laboratory path.
Starting from the interests of the students to
stimulate their participation, creating a
positive social climate of collaboration has
allowed the achievement of the objectives
and the planned skills and the real
involvement of all the participants.
Space requirements and training materials LIM, microphone, audio speakers and PC
in the school's multimedia laboratories and
outdoor smartphones
Tips for facilitators Experienced students in computer science
who had already worked in a blog, pupils
tutors with special skills in written English.
Additional information, notes
Photos

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Liceo Statale " E. Majorana"
Italy, San Giovanni La Punta,Via G. Motta,87
CREATE A POSTER-Italy
DEVELOPED BY Giovanna Cantone and Claudio Sapienza
Themes that the activity tackles Laboratory activities involved the creation
of a poster: Theoretical and practical,
guided and participated lessons about
“How to create a poster”.
Target group All the participants of the LTTA in Italy.
Aims and objectives of the activity Know the constituent elements of the codes
of design and graphic languages; be aware
of the historical roots and lines of
development in the various areas of graphic
and advertising production;
Knowing and applying suitable graphic-
pictorial and computer techniques in
operational processes;
Knowing how to identify the correct
procedures of approach in the project-
product-context relationship, in the various
functions related to visual and editorial
communication;
Knowing how to identify and use
techniques and technologies suitable for
graphic design and production;
To know and be able to apply the principles
of visual perception and of the composition
of the graphic-visual form;
Develop and express their qualities of
relationship, communication, listening,
cooperation and sense of responsibility in
the exercise of their role;
Use computer networks and tools in the
activities of study, research and
disciplinary study; know how to seize the
moment laboratorists as an opportunity to
develop the sense of self-entrepreneurship;
gain experience and know how to translate
it into a moment of micro-entrepreneurship.

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Time in minutes -45/60 minutes
Group size Subdivision by nationality (in some cases
supported by Italian students) in groups of
about 3/4 elements
Instructions 1. Choice of a common theme: "Water in
your country”;
2. Request prior research of water photos in
the country of origin to be inserted in the
poster;
3. Explain the concept of advertising
slogan, that is a phrase of communicative
value, introducing some elements of
advertising graphics, with particular
reference to the role of the copywriter and
of the art director
4. Brain-storming on the choice of the
slogan;
5. Make some sketches, with the help of the
pictorial Disciplines professor;
6. Choose the most effective sketch and
insert the phrase with the slogan;
7. In the computer room, a short lesson
made by the expert in graphics on the use
of the main functions of Adobe Illustrator
software;
8. With the help of the graphic expert, try
using the software with small exercises;
9. Use the chosen photo image and the
slogan to make the file;
10. Once the posters have been printed,
they must be hung to create an exhibition in
the school spaces.
Debriefing and evaluation Тhe final result was very appreciable under
various aspects. The monitoring and
evaluation of laboratory activities took
place according to the following
procedures: direct observation of the
activities; observation of the dynamics of
cooperation between elements of the same
subgroup; observation of the dynamics of
cooperation between elements belonging to
different subgroups; observation of the
interest shown both in the laboratory and
during the activities carried out externally;
comparison between the initial skills, the
skills to be achieved and the skills actually
achieved,. The objectives planned in the
initial design phase have been achieved in a
fully satisfactory manner by all the students
who took part in the workshop path. The

24
group work, the activities proposed, the
way they were carried out represented an
important strength of the laboratory path.
Starting from the interests of the students to
stimulate their participation, creating a
positive social climate of collaboration has
allowed the achievement of the objectives
and the planned skills and the real
involvement of all the participants.
Space requirements and training materials Drawing room, computer room, space for
the exhibition. Printed photographs, pencil
colors, pencils, erasers, pens, markers,
glue, scissors, ruler, sheets of paper, paper,
computers with installed software, roller
printer, scotch tape, thumbtacks, nails,
hammer, frames.
Tips for facilitators Experienced students in computer science
who had already worked in something
similar, pupils tutors with special skills in
written English.
Additional information, notes
Photos

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Šiaulių Ragainės progimnazija,
Lithuania, Tilžės g. 85, LT-78113 Šiauliai, Tel. 865272300
CREATIVE WORKSHOP “EBRU PAINTING ON WATER”-Lithuania
DEVELOPED BY Ingrida Donielienė, Klelija Rakštytė, D.Klimašauskienė,
L. Jurgelienė.
Themes that the activity tackles Water and paint infusion, pattern framing,
design technologies, fashion and design
products.
Target group Students and teachers of LTTA in
Lithuania.
Aims and objectives of the activity To give trainers an opportunity to become
aware of water usage in creating design
patterns and producing fashion items for
daily usage.
To teach the participants to use water and
special colors for artistic purposes.
Group size 25 participants
Instructions 1. A shallow tray is filled with water, and
various kinds of paint colours are carefully
applied to the surface with an ink brush.
2. The floating colours are then carefully
manipulated either by blowing on them
directly or through a straw, fanning the
colours, or carefully using a human hair to
stir the colours.
3. Dunking the material you want to apply
the technique on (in this case textile) and
letting it dry.
Debriefing and evaluation 1. How did you succeed in producing water
colored patterns?
2. What emotions did you feel?
3. What was the most exciting practical
experience?
4. Exhibition.
Space requirements and training materials Classroom, bowls, silk scarfs, ties, water,
special colors for EBRU painting, gloves.
Tips for facilitators . Team work is suggested. Seats should be

26
arranged for 5-6 people groups.
Additional information, notes http://www.wow-erasmus.com/
Photos

27
WORKSHOP “INTERNATIONAL PIZZA MAKING”-Lithuania
DEVELOPED BY Svetlana Viluskienė, Aušra Mikulienė.
Themes that the activity tackles Exchange of cultural experiences,
collaboration and communication between
the students, international diversities and
similarities, enriching language skills and
knowledge.
Lithuania.
Aims and objectives of the activity To give trainers an opportunity to increase
cultural outlook, to enrich communicative
abilities and skills, to provide the students
with the possibilities to enjoy self -made
food and friendly international atmosphere.
Instructions 1. To plan and divide the participants in
groups.
2. To find the recipes and ingredients for
various kinds of pizzas.
3. To provide the students with the
products.
4. To establish relevant premises and
kitchen utensils.
5. Pizza making procedures.
6. Baking the pizzas.
7. Serving the tables.
8. Presentations of the products.
9. Enjoying the meal.
10. Self-evaluation of the workshop.
Debriefing and evaluation 1. How did you succeed in producing
pizzas?
3. Which kind of pizza was your favorite
one?
Space requirements and training materials Cooking classroom, school canteen, table

28
service equipment, pans, plates, utensils,
food products.
Tips for facilitators Team work is suggested. The workshop
should be arranged for 5-6 people groups.
Photos

29
GOOD PRACTICE AND TRAINING “SKATING ON THE ICE RINK”-
Lithuania
DEVELOPED BY Klelija Rakštytė, D.Klimašauskienė, L. Jurgelienė.
Themes that the activity tackles  Water forms.
 Establishment of the ice rink.
 Physical activities.
 Body training and balance
exercises.
Lithuania.
Aims and objectives of the activity 1. To introduce the new forms of leisure
activities.
2. To train the participants to balance on
the ice.
3. To create enjoyable atmosphere.
Instructions 1. To give the students safety instructions
about the behaviour in the skating rink.
2. To provide the participants with the
skates.
3. To group the skaters in pairs.
4. To introduce the coach’s instructions and
rules of skating and possible failures.
5. Skating in pairs or solo.
Debriefing and evaluation 1. How did you succeed in practicing
skating experience?
3. What was the most exciting moment?
Space requirements and training materials Professionally equipped skating rink, warm
clothes, skates and safety kneepads.
Tips for facilitators Safety instructions should be provided.
Grouping in pairs with a more experienced
person is preferable.

31
Poland, Lodz, al. 1 MAJA 89
OUTDOOR CITY GAME IN LODZ, POLAND
DEVELOPED BY Agnieszka Duda, Agnieszka Szeliga, Monika Kalinowska
The game was held in the historical part of the town.
Themes that the activity tackles History, Geography, English, Civic
education, European Union facts and
information, Water issues
Target group Students during Poland LTTA
Aims and objectives of the activity The aim of the game is to integrate the
youths from different countries and to
discover the historical areas of the city of
Łódź .
1. To get to the final location while solving
the mystery and finding out the password
/it is the final location where is the meeting
point/
2. To learn the geographic locations of the
various landmarks of the city of Lodz
3. To visit the landmarks
4. To integrate knowledge from history,
geography and culture with research skills
by using English
Group size 40 students
Instructions  Form six teams of students and
teachers from the different
countries.
 Give the materials and the
instructions to each team. Each
team will get one map and one
worksheet.
 All the teams receive a map of
selected places, a mystery for each
selected place with additional clues
and a worksheet.
Debriefing and evaluation After finishing the Game each team will be
at the meeting point. The winner is the

32
team who arrives first to the final location.
Space requirements and training materials Outdoor activity
Tips for facilitators Worksheet, map of historical part of Lodz,
pen, instructions.
Additional information, notes www.wow-erasmus.com
Photos

33
Poland, Lodz, al. 1 MAJA 89
PHOTOGRAPHY WORKSHOP ”LET’S START TAKING GOOD
PICTURES.”-Poland
DEVELOPED BY Agnieszka Duda, Jolanta Kowalska
Themes that the activity tackles To give the young people possibility of
taking better photos.
Target group Teenagers but everybody can use the
theoretical part of it
Aims and objectives of the activity By implementing the activity we will make
teenagers aware of the golden rules of
photography and we will give them an
opportunity to take good pictures during
group activity. Then we provide feedback
for them.
Time in minutes 120 minutes (15 minutes lecture and 45
minutes of group activity, 60 minutes
feedback)
Group size The most suitable number of participants –
5 people.
Instructions Provided with the theory students form
groups of five and within 45 minutes they
take photos using their mobile phones. We
can use it in two ways: by organizing a
short trip around the city or only in the area
near school. When students are ready with
the pictures all the participants gather in
one room where collecting photos takes
place. We put all the results of students’
work on a hard disc of the computer and
group them according to the task. Then we
provide the feedback enabling students
time for reflections whether they were able
to accomplish the task, were their photos
really good.

34
Debriefing and evaluation The task is to take five photos:
 A photo with natural frame
 A vertical shot
 A horizontal shot
 A photo with the use of frog’s
perspective
 A photo with the use of bird`s
perspective
Space requirements and training materials For the lecture we need a classroom with
the computer and projector. For the group
activity at least one student in the group
should have a mobile phone with a camera.
For feedback part we need an USB
connection to upload all the photos from
students phones.
Tips for facilitators -. We provide the feedback enabling
students time for reflections whether they
were able to accomplish the task, were their
photos really good.
Photos

35
Portugal,Forte da Casa, rua Rua Da Republica 2625-503
PRESENTATION ABOUT “WATER IN THE HUMAN BODY” IN POLAND-
Portugal
DEVELOPED BY Helena Ramos, Maria da Luz Amado, Maria Joao Gouveia Valerio
The activity consists in a presentation – “The water in human body”.
Themes that the activity tackles “Water in human body”
Target group The activity was making for young students
(ages between 13 and 16) and can be
implemented by same ages.
Aims and objectives of the activity This activity was done to provide students
the notion of the importance of water in
human body and to them become aware of
the percentage of water in each part of
human body.
Time in minutes about 10 minutes.
Group size 3/4 students
Instructions Two students should show a poster with the
human body represented and explain the
distribution of water in our body. At the
same time another student put a post-it,
with the percentage of water, in each
human organ/part. In the meantime,
another student will distribute balloons, by
the assistance, with water inside, so that
each person can perceive the percentage of
water inside each organ.
Debriefing and evaluation Is this a more interesting way of getting
knowledge about this subject?
Does it allow interaction between who
presents and who is watching?
The results of the activity were very
stimulating, and the assistance was very
motivated by this different way of showing
the subject.
Space requirements and training materials For this activity is needed: a paperboard,
markers and drawing material, post-it,
balloons, water and conference room for

36
the presentation.
Tips for facilitators -
Photos

37
ICE-BREAKING GAME “TO DO AND SAY - Portugal
DEVELOPED BY Helena Ramos Maria, Jaoa Gouveia Valerio
The activity consists in an ice-breaker “To do and Say”
Themes that the activity tackles It is meant for students to get acquainted all
partnership students using a different
approach of presenting themselves.
Target group The activity is a game done for young
students (ages between 13 and 16) and
played by all participants in the LTTA,
teachers included.
Aims and objectives of the activity The Say & Do game is an ice-breaker for
bringing students into a group and provides
a fun way to make acquaintance.
Time in minutes about 20 minutes
Group size One or two students from each country –
groups must be international and we must
avoid having more than 2 students from the
same nationality.
Instructions Each group receives a board with numbers,
2 set of cards inside envelopes with the
words DO or SAY in each of them and also
a set of markers and dices.
Inside each envelope there are instructions.
One student roles the dices and moves the
marker on the board the number of dots the
dices have established. Each case has the
word DO, SAY or PASS written in it.
If the students stops on a DO case, he must
take a card from inside the DO envelope
and do as he is told. Ex: mime your favorite
singer.
If the students stops at a SAY case, he
takes a card from the envelop SAY and has
to tell the group, for example, the parents’
name or sing a piece of a song.
Debriefing and evaluation The aim is difficult to evaluate since it is to
get the students to know their partners and
find out personal information about each

38
other.
Space requirements and training materials  This activity can be done in any
room, and the materials are boards
with cases with DO, SAY and Pass
word printed.
 A set of markers and dices
 Instructions inside 2 envelopes
Tips for facilitators This game is easy to play, all participants
can get as much fun as they want and it can
last for as long as it takes.
Photos

39
DIGITAL LIBRARY – THE WEB 2.0-Portugal
DEVELOPED BY Helena Ramos, Christina Cruz , Maria Jaoa Gouveia Valerio
Themes that the activity tackles This activity was for teachers, providing a
session about reading on alternative
supports for reading. It also provides
students with digital material always
available for studding.
Target group This training was for teachers and it took
place during a TPM but teachers involved
will be able to apply these techniques in
classes extending the possibility of
accessing to reading material and
enhancing academic success.
Aims and objectives of the activity We aim at developing reading skills and
writing ability for students and teachers as
well. Reading is an activity important for
brain development and therefor useful for
all academic areas.
Time in minutes The workshop took 4 hours (240 minutes)
in a library context.
Group size 15 partner teachers attended the WS
Instructions We had a brief presentation about the
benefit of accessing reading material online
and then the participants formed small
groups, 2 or 3 elements in each computer
Along with the trainer, each group got
familiarized with the tools for building a
library on line, presenting some of the most
useful apps for reading and building an
online library.
Debriefing and evaluation All participants were excited and started
building a library online for each
nationality.
Space requirements and training materials We have used the library and all the
technologic devises we had at our disposal.
Tips for facilitators www.wow-erasmus.com

41
TED Malatya Koleji İnönü Üniversitesi Yerleşkesi-
Turkey, MALATYA
PHOTOGRAPHY-Turkey
DEVELOPED BY Eylem İÇER
This lesson is about photography. As an introduction, students brainstorm
vocabulary and Task 1 is a ‘find somebody who..’ task for students to talk to one
another about photos and taking photos. Task 2 involves setting up the class as a
photography exhibition and inviting students to discuss the pictures. Task 3 asks
students to guess information about people in photographs and Task 4 is a role play
based on a paparazzi photographer and a celebrity. Task 5 offers some discussion
statements based on the topic.
Themes that the activity tackles - A picture is worth one thousand words
- Personal space and privacy invasion
- Critical thinking
Target group The activity was used by 8th grade students
and teachers, at TED Malatya College.
speaking and/or discussion English lessons,
extracurricular classes, and project work or
photography ethics class
Aims and objectives of the activity o To review vocabulary related to
photography
o To practise speaking skills
o To practise giving opinions
o To practise writing skills
Group size 15 students divided into smaller groups
Instructions 1. Introduce the topic – Say cheese!
- This is a simple task to introduce
camera and photo vocabulary. Draw the
simple line drawing of a camera and ask
students to think of any words connected
with cameras and photography. Add in
words that you think are useful for the level
you’re teaching. For example, take a photo,

42
have your photo taken, zoom, digital, flash,
photographer, paparazzi etc. At this early
stage in the lesson it may be a good idea to
focus on the pronunciation of these words
as students often put the word stress in the
wrong place. Photo / photograph /
photographer / photographic / photogenic.
2. Task 1- Find a photographer
- This is a group speaking task to find
people in the class who are keen
photographers. It is a Find somebody who..
mingle. Check any difficult vocabulayr
(‘selfie’ / ‘keen’/ ‘upload’). Practise the
first couple of questions as a group first to
support weaker students and write on the
board if necessary. For example, ‘Are you
a keen photographer?’ Then demonstrate
asking a follow up question: ‘’What kind of
photos does you like taking?’’ Students
should have different people for each
question and they should ask an additional
question to get some extra information for
the third column.
3. Task 2 – Let’s go to a photography
exhibition.
- For this task you need a selection of
photographs. The easiest way to get them is
to use photos from newspapers and
magazines. Cut out about twenty or thirty
of the most striking photos and stick them
up around the walls of the classroom. If
this is not practical for your classroom set
up you can rotate the photos amongst
groups of students. Encourage students to
react to the photos and to try to explain
why they like/don’t like certain pictures.
They can use the table to make a note of
their thoughts after they have looked at all
the pictures. Complete the final space in the
table yourself depending on the type of
photos you have selected for your
exhibition. (If you have a computer and
data projector in your class, you could use
photos from the internet and take your
students to a slide show instead. See the
Internet Links section for web addresses.)
4. Task 3 – Who is it?
- For this task you need some photos
of people. If you have photos of your
friends and family, you could use them, if

43
not cut some out of the newspaper. Put
students into pairs and give each pair a
photo of somebody. They are going to
invent the person behind the photo. They
have to decide on a name, age, job, hobbies
etc. and fill in the personal information.
Then put two groups together and they
have to introduce their characters to the
other group. You could extend this task by
getting the two pairs of students to imagine
that these people meet each other and they
can write a dialogue of their first meeting.
5. Task 5 – Paparazzi role play
- Set the scene by showing some
photos of famous people that were taken
when they were going about their daily
business. Ask your students how you think
the celebrities feel to be constantly
followed by photographers. Put students in
pairs (As together and Bs together) first to
give them time to prepare what they are
going to say with other members of the
same group.
Debriefing and evaluation Discussion statements
- Copy and cut up a set of discussion
statements. Put students in groups and
rotate the statements around the groups for
students to discuss. Encourage students to
give reasons for their opinions. Feedback
as a class at the end.
Materials: worksheet, discussion statement
cards
Tips for facilitators Prior to this lesson the students were given
a 15 minute Basics of Photography training
by their teacher.
Additional information, notes To turn the class into an exhibition a
slideshow of the 10 most famous
photographs was shown.
Source: www.teachingenglish.org.uk -
Contributed by Jo Budden

44
The European program Erasmus Plus contributes to education and learning, to youth
development, to cooperation among European countries, to innovation. It provides
opportunities for both individuals and organizations. Through funding, Erasmus Plus gives
schools a large variety of possibilities to create, develop, explore, discover, and share. Its
outcomes are available in various products – reports, compendia of statistics, good practices
or successful stories, whose main aim is to make the results sustainable and beneficial.
This booklet had been created by participants of the project Water in Our World
Number 2016-1-BG-KA219-023796 which was held in a period of two years - from 01-09-
2016 to 31-10-2018.
If you would like to know more about project activities, outcomes and partners or have
any questions, visit our webpage http://www.wow-erasmus.com/
We wish to express our gratitude to all teachers and students from Letets Hristo
Toprakchiev Secondary School, the town of Bozhurishte, Bulgaria and to partner
organizations for the collaboration, support and work over the project Water in Our World.
The booklet is edited and compiled by Tatyana Dimitrova and Teodora Taneva
Bulgaria
“This project has been funded with support from the European Commission.
This booklet reflects the views only of the author, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.’’

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