Fichier PDF

Partage, hébergement, conversion et archivage facile de documents au format PDF

Partager un fichier Mes fichiers Convertir un fichier Boite à outils PDF Recherche PDF Aide Contact



Final Societal curriculum .pdf



Nom original: Final_Societal_curriculum.pdf

Ce document au format PDF 1.4 a été généré par Adobe InDesign CC 2017 (Macintosh) / Adobe PDF Library 15.0, et a été envoyé sur fichier-pdf.fr le 04/09/2017 à 20:35, depuis l'adresse IP 90.4.x.x. La présente page de téléchargement du fichier a été vue 254 fois.
Taille du document: 10.4 Mo (170 pages).
Confidentialité: fichier public




Télécharger le fichier (PDF)









Aperçu du document


This book represent first intellectual product of the Erasmus + project:
PROJECT ERASMUS +KA219
“BRIDGING THREE GENERATION: TIMELESS GAMES AND TOYS”
Project No: 2015-1-TR01-KA219-021800_1
2015-2017
ISBN 978-605-67740-0-3

THE PROJECT HAS BEEN FOUNDED WITH SUPPORT FROM THE
EUROPEAN COMMISSION.
THIS PRESENTATION REFLECTS THE VIEWS ONLY OF THE AUTOR
AND THE COMMISSION
CANNOT HELD RESPONSIBLE FOR ANY USE WHICH MAY BE MADE
OF THE INFIRMATION CONTAINED THREE IN.

MADE BY TURKISH TEAM

FOREWORD
The societies go through a never ending and inevitable change throughout
the centuries. Societal changes throughout the world are affecting the families
and schools. As the development of the children take place in the context of
family and school, then, the parents, policy makers and educators must understand the changes that both institutions are undergoing.
Among others, there are three most important societal phenomena in most
regions of the world that directly affect families and how they interact with the
schools: Increasing Urbanization, changes in the labour force (especially the
increase in number of women who work outside the home) and new technologies.
Today, more than half of the world population lives in urban areas. The creation of urban conglomerates changed family organization and habits. There
is generally less space available for family life than in rural areas. More time is
spent in daily life for travel from home to work, to school and to other places.
Family household size is getting smaller while the costs of raising children are
higher.
The industrialization process that began three centuries ago in Great Britain has influenced all nations. The effects of the industrialization on society go
beyond restructuring the labour force or vast migration of people from rural
to urban areas. The growing participation of women in the labour force places
the female share of the labour force close to that of the male.
New technologies are everywhere influencing people’s lifestyles and their
interpersonal relationships. In the home, they can free women from domestic
chores, allowing them to spend more time with their children. However, they
can also absorb children’s time, interfering with their opportunities for richer
human exchanges. The effects of technology in the home can be illustrated by
research findings on television and micro-computers.
It is not the presence of technology, but its use that can improve human
relationships and education. Parents may have to compensate for technologies
by intensifying care and family relationships.
One of the positive aspects of recent technological development is the increasing access to vast pools of knowledge by many people. But it is not without
its drawbacks. The new demands for living imply a continuous and selective
use of knowledge and the skills to adapt to changing circumstances. The continual expansion of knowledge is a constant challenge to schools, since it implies

the need to update curricula. This can result in parents becoming less able to
help their children with their schoolwork. New approaches and the teaching
of new content in schools can widen the gap between school and home, especially when the culture of the school is clearly different from that of the home.
Formal educational institutions for children are getting fewer resources at
a time when more is being expected of them as the roles of other institutions
in the child’s education decrease. The underfunding of education is not being helped by the fact that rates of economic growth are slowing in developed
countries, while economic adjustment and social changes are taking place in
developing ones.
In light of the explanations above, Partners of Bridging Three Generations:
Timeless Games and Toys Project developed a Curriculum for proposing to
the decision makers of the education policies in the countries of the partner
schools. There are numerous types and definitions for the term “curriculum”.
Most commonly known type is “school curriculum” is for sure. It refers to “all
planned learnings that the school is responsible.” However, we have to accept
that “schools are not education”. Instead, they are only a part of education and
learners learn from many resources. Thus, the Project was based on concept of
“all the experiences learners have under the guidance of the school” in regard
to the Curriculum proposed. The Project developed and proposed a “Societal
Curriculum” where the teachers of the knowledge (traditional games) were
oldest living generation. The schools played the guidance role to facilitate the
pupils experiencing the knowledge that they acquired (how to play traditional games). The objective of the “societal” curriculum is to develop a set of
strategies and actions aiming to improve interaction between the oldest and
youngest generations. Such an increased interaction between two generations
is essential for:
- Closing evident generation gap between two ends of generations,
- Ensuring the youngest generation benefit from the oldest generation as
a source of knowledge and experience in relevant areas as much as possible
through different “thematic programs” such as “traditional games and toys”,
- Ensuring transfer of traditional intangible values (games) to the next generations by learning them from the oldest people who used to play those
games in their childhood.
For the purposes of developing the Societal Curriculum that you are holding, a common template was developed to determine its content and the Partner Schools proposed various lesson plans for different segments of school
education (pre-school, primary and secondary) where the oldest living generation can actively participate as the source of knowledge or the facilitator. The

lesson plans proposed have been implemented by one, several or all partner
schools during the implementation period of the Project. Therefore, all lesson
plans include recommendations for the teachers who will be implementing
respective plans in their classes.
As the Partners of Bridging Three Generations: Timeless Games and Toys
Project, we hope that this Societal Curriculum will contribute to active and
better learning of the students in different segments of school education through active interaction with and involvement of the oldest living generation.


Havva GEYLAN

Coordinator

Societal Curriculum
TURKEY

- Societal Curriculum - Turkey -

SOCIETAL CURRICULUM
SCHOOL SECTION:Pre-primary
NAME OF THE LECTURE:Language Activity/ Story Assessment
Activity
CURRICULAR TOPIC: Introduction, producing and playing “Shadow
Theatre” Hacivat- Karagoz
TYPE OF ACTIVITY: Indoor
DURATION OF THE ACTIVITY: 1 hour
INVOLVEMENT OF GRANDPARENTS: Yes
TYPE OF INVOLVEMENT: Inviting grandparents to schoolenvironment;
A) Inviting the grandparents to an event organized by the teacher in
the class,
B) Asking them to introduce traditional shadow theatre to the students
and produce and play the game in cooperation with the students,
C) Assisting the students understand and comprehend the old times
when the grandparents used to create and play traditional shadow
theatre,
LEARNING OBJECTIVES:
A) The students learn about traditional shadow theatre “Hacivat
Karagoz” that is included in World Heritage List of UNESCO.
B) To contribute to linguistic and verbal development of the student
C) To contribute to understanding of humour and cognitive
development encouraging them for thinking,
D) To contribute to transmission of traditional shadow theatre from
generation to the other by means of demonstrating,
MATERIALS NEEDED: To demonstrate traditional shadow theatre;
A) A special stage,
B) Long wooden sticks,
C) Table lamp,
D) Acetate paper,
E) Coloured acetate pens,

9

- Societal Curriculum - Turkey -

PREPARATIONS NEEDED: Framed canvas (for stage), table lamp,
acetate papers and acetate pens are provided.Sitting layout of the class
is changed.
METHODOLOGY:
A) Grandparents may introduce a traditional shadow theatre if it is
supplied beforehand.
B) The theatre characters are drawn to acetate papers and they are
painted and cut together with the students.
C) Wooden sticks are attached to the characters of Hacivat and
Karagoz by punching holes on the acetate papers.
D) The classroom layout is converted into a theatre layout and it is
darkened by closing the curtains.
E) The students become spectators, the stage is set up and
grandparents demonstrate a show of shadow theatre.
F) Written texts may be used as scenario of shadow theatre or an
improvising may be preferred by adding some humour.
EXPECTED OUTCOMES:
A) Demonstrating traditional shadow theatre, that is included in
UNESCO World Heritage List, together with grandparents and students,
assists transmission of this tradition to the next generations.
B) They learn about the history of shadow theatre and how it is
produced and played.
C) The students get the opportunity to share valuable moments
with oldest living generation.
D) Entertaining, laughing, enjoying good time helps development of
socialization and humour.
SUGGESTIONS FOR TEACHER(S):
A) During the meeting with the parents, the activity is shared with
the parents and they are asked to communicate with the grandparents to
share the idea and to guide them about the expectations for the activity.
B) Written texts may be shared with the grandparents as scenarios
to facilitate demonstrating/ staging in the classroom.
C) Different practices can be created for the other values that are
listed under heritage list of UNESCO.
D) Awareness may be risen in the society by publishing the publicity
materials (photos, short video clips, etc) of the activity conducted.

10

- Societal Curriculum - Turkey -

SOCIETAL CURRICULUM
SCHOOL SECTION: Preschool- Support Education
NAME OF THE LECTURE: Science and Mathematics Activity
CURRICULAR TOPIC: Exhibiting My Collection
TYPE OF ACTIVITY: Indoor- Exhibition Area
DURATION OF THE ACTIVITY: Creating a collection in two semesters–
2 hours for Exhibition Opening Ceremony- Exhibition for 3 days
INVOLVEMENT OF GRANDPARENTS: Yes
TYPE OF INVOLVEMENT:
Inviting grandparents to school environment,
Sharing their collections with the students to inspire the students for
creating their own collections,
Sharing their story of starting to collect things and benefits of this
hobby for the students,
Explaining the students value of time and good and joyful things that
they may perform during their leisure / free time,
LEARNING OBJECTIVES:
-Creating a collection is a joyful hobby.Assisting the children to start
making their own collection according to their preferences,
-Raising curiosity of the children in different areas, assisting
development of different points of view to direct them studying and
researching in different areas
-Assisting the children has joyful activities for their free time and rising
curiosity in different fields,
-Assisting the students to observe and understand everybody is
unique and special,
-Contributing the feeling of protection of the goods specially selected
and maintained,
-Spending quality time with the grandparents and developing
emotional ties and bonds with them while enjoying leisure of creating
collections.
MATERIALS NEEDED:
-Photos of different coins, banknotes, stamps, stones, buttons,
beads, key holders, magnet, napkin, postcards, invitation, dried flowers,
11

- Societal Curriculum - Turkey -

seashells, clothes pegs, bottles, pens/pencils, boxes, miniature cars and
all other areas that may take interest of the children,
-Tables, table clothes for the exhibition,
-Classic music and audio system,
-Ribbon, scissors and a tray for opening ceremony,
-Refreshments, cookies, chocolate, etc for treating the visitors of the
exhibition,
PREPARATIONS NEEDED:
-Collection materials that were collected during entire school year are
brought to the school on an arranged date,
- They are placed on the exhibition stands (tables) in a representable
manner in exhibition area/ hall.
-The collection materials are displayed and open to the visit of the
grandparents/ parents / teachers,
-The exhibition is opened in a special ceremony to be attended with
the grandparents, parents and teachers,
METHODOLOGY
-Grandparents bring and demonstrate their collections to the
classroom and raise curiosity in students explaining why they preferred
this hobby.
-The students decide what to collect and they make their collections
in entire school year.
-The students design presentation style of their collections together
with the grandparents and take them to the class,
-The collection materials are placed on the stands / tables with the
help of the grandparents and parents.
-School master, teachers, grandparents and parents will be ready
during opening ceremony of the collection exhibition,
-The exhibition is opened with an opening ceremony in accompany of
suitable music
-The students share story of their collections and the motivation
behind for deciding to collect respective particular material,
-Refreshment, cookies and chocolate are offered to the visitors.
Respective refreshments and cookies are served by the students.

12

- Societal Curriculum - Turkey -

EXPECTED OUTCOMES:
-To help the students having collection hobby to create curiosity,
-To develop researching, studying and information collection skills of
the students,
-To assist the students enjoying quality time,
-To provide students with curiosity about different subjects,
-The students develop the feelings of collection as well as protection
and possessive feelings for the goods which are special for them.
-It ensures that students take responsibility and fulfil their responsibilities
in the long run.
-The activity helps the students coming together with their
grandparents for a special topic and contributes to their emotional
development by working together for a common goal.
SUGGESTIONS FOR TEACHER(S):
-Invitation cards can be prepared for the exhibition day.
-The dates for introduction of the activity and exhibition may be
different.
The exhibition may take place for three days in row.
Students can explain their collections in front of the class at any time
during this period.Grandparents can accompany to the students when
they explain their collections in front of the class.
The exhibition can be photographed during the opening ceremony,
exhibition visit and description phases and the photographs may be
displayed on school billboards.
Parents may assist the teacher in preparing cookies and refreshments
that will be served to the visitors during the exhibition.

13

- Societal Curriculum - Turkey -

SOCIETAL CURRICULUM
SCHOOL SECTION: Pre-primary
NAME OF THE LECTURE: STEM (Science, Technology, Engineering,
Mathematics) in Preschool
CURRICULAR TOPIC: Science Fair in Preschool
TYPE of ACTIVITY: Indoor or Outdoor
DURATION OF THE ACTIVITY: 4 hours
INVOLVEMENT OF GRANDPARENTS: Yes
TYPE OF INVOLVEMENT:
With the participation of grandparents;
To serve as assistant to the science child (pupil) who will make a
demonstration in the science fair,
To ensure activity participation of the grandmothers to the event
organized by the teacher,
- To ensure that they serve as facilitators for the pupils benefiting from
their experiences during the experiments and activities to be performed
in science fair,
- To ensure that they spend quality time with the pupils in school
environment,
OBJECTIVES:
- Providing awareness about STEM in preschool period,
- To raise awareness of the research, questioning and scientific process
by starting STEM education in pre-school period
- To establish a mutual learning environment by including grandparents
in the process,
- To contribute to the establishment of strong communication links
between grandparents and grandchildren / children,
Students are expected to interact with different groups, to increase
their trust and respect for themselves and for the elder people,
- To create an environment in which new generations can transfer
experiences that are not normally shared but only learnt in specific cases
down to the smallest details,

14

- Societal Curriculum - Turkey -

MATERIALS NEEDED
- Open or closed large area for the science fair,
- A stand (table), chairs for each pupil and his/her assistant (grandparent),
-Experiment materials prepared by the pupil together with his/her
assistant (grandparent),
-Information poster, leaflet, booklet, etc about the experiment to be
conducted,
-Medallion for the pupils,
-Participation certificate for the grandparents,
-Refreshments and cookies,
-PREPARATIONS NEEDED:
- To organize a parents’ meeting in school and request from the
parents to find appropriate experiments for the children suitable for their
age group at home to perform in science fair (parents are warned that
experiments should be conducted under adult supervision)
- It is recommended that the experiments be simple and suitable for
children’s level (melting, freezing, colour mixing, etc.)
-Invitation cards for the science fair may be prepared in school together
with the pupils.
- The fair area can be arranged with the help of the parents
- Unique designs of students created during the year (if any) may also
be displayed.
- In Science Fair, the children will receive the title of Scientist, and
grandparents will be the assistant scientist; thus, children will be in frontline and grandparents will serve as guide for the pupils.
- Medallion for the pupils,
-Participation certificates may be organized for the assistants
(grandparents)
- Refreshments and cookies,
- Children with special education needs can be included in this study
in accordance with their level.
METHODOLOGY
1. A suitable fair area is created with the participation of teachers and
volunteers(experiments, refreshments, cookies, etc.)

15

- Societal Curriculum - Turkey -

2. Grandparents and students organize their stands together in fair
area.
3. In turn, children demonstrate their experiments with their
grandparents to other children and the visitors.
4. After all children demonstrate their experiments with their
grandparents, medals and attendance certificates are presented and
collective photo is taken as a memory of the day.
EXPECTED OUTCOMES:
In terms of the pupil;
- Students have the opportunity for researching many experiments at
home and choose whatever they like.
- Students learn about many different topics/ subjects.
- Students have the opportunity to interact with the oldest living
generation.
- Students have the opportunity to express themselves in front of the
community.
In terms of grandparents;
- They get the opportunity to work together with their grandkid(s)
to investigate the experiment and bring the appropriate materials for
demonstration in school.
- They feel that they can help and contribute to the education of the
grandchild when they are invited to the school for a specific purpose.
- They have the opportunity of sharing the conditions of the past times
with the pupils to help them understanding the changes in the society.
- They realize that science can be a means for meeting with his/her
grandchild.
- Participation certificate and memorial photograph provide a
permanent moment.
SUGGESTIONS FOR TEACHER(S):
- At the parents’ meetings to be held, the parents are informed
that the grandparents will be invited to the school and actively contribute
to the education of the grandchildren.
- Students may be required to perform simple experiments with
grandparents at home as a preliminary preparation.
- Guests from various scientific institutions can be invited for various
scientific demonstrations.
16

- Societal Curriculum - Turkey -

- Children may be asked to bring their pets to the school (provided
that necessary measures are taken).
-Grandparents may be asked to provide information about animal
care.
-In case grandparents are very old, the parents may serve as assistants
for the pupils when they demonstrate their scientific experiment.
-A botanical corner can be created under the guidance of the
grandparents.
- The teacher prepares participation certificate for the grandparents
as a memorial of the day.
- A medal of science may be prepared for the students.
- The teacher can take a memorial photo after getting the necessary
permissions to use it in various means of communication.

17

- Societal Curriculum - Turkey -

SOCIETAL CURRICULUM
SCHOOL SECTION: Pre-primary
NAME OF THE LECTURE: Turkish Language Activity
CURRICULAR TOPIC: Learning proverbs and organizing a festival
TYPE OF ACTIVITY: Indoor
DURATION OF THE ACTIVITY: 40 minutes
INVOLVEMENT OF GRANDPARENTS: Yes
TYPE OF INVOLVEMENT:
- Inviting grandparents to school environment;
a) Inviting the grandparents to a festival organized by the teacher in
the class,
b) To help the grandparent feeling special by reminding the proverb
forgotten by his/her grandchild during the proverb festival,
c) To perform folkdance with the grandchild to help them remembering
their good old days
OBJECTIVES:
- Learns the proverbs of their own cultures and traditions.
- Demonstrates the proverbs he/she has learnt in front of the public.
- Learns traditional folkdance according to the correct patterns and
rhythm accompanied by folk music.
- Allows traditions and proverbs to be passed from one generation to
the other.
- Uses proverbs learned in daily life.
- Help the students developing imaginative worlds as well as
contributing to their socialization and word power.
MATERIALS NEEDED:
-Traditional costumes for the festival,
-Folk music,
- Traditional toys and authentic items for decorating the class,
- Illustrations describing the proverbs,
- Coloured balloons and decorations created with the pupils,(cat stair
flower pictures, etc)

18

- Societal Curriculum - Turkey -

PREPARATIONS NEEDED:
- At the beginning of the year, the teacher identifies proverbs that
students can learn.
-After the schools are opened, one or two proverb(s) is/are taught by
explaining the meaning of the proverb(s) using different methods.
Learning becomes permanent by using the proverbs in suitable
opportunities.
- By contacting with the parents, the list of the proverbs learned in the
class is sent to the home and the parents are asked to support their child
in understanding and expressing the proverbs.
- Proverbs learned are described and illustrated in pictures and posters
in the following days to make it easier for students to remember them.
On the festival day, all students come to class wearing folkloric
costumes.
- The class is decorated with flags, balloons and traditional toys and
accessories.
METHODOLOGY:
- On the day of festival, students sit in front of their grandparents or
parents in crescent sitting layout.
- Volunteer students compete in remembering as many proverbs as
possible.
- Tip cards about proverbs are hanged on places where students can
see easily.
- Students are encouraged to ask their parents about the proverbs
that they have forgotten during the competition.
- As the students tell a proverb in turn, folkloric music is played and
students are allowed to dance with their parents to relax by releasing
their energy.
- In addition, the student demonstrates and describes a proverb
chosen by him/her to his/her parents and/or friends with the illustrations
he/she has created.The illustrations are demonstrated in billboard of the
class.
EXPECTED OUTCOMES:
- Learns the proverbs of their own cultures and traditions.
- Student learns to use the proverbs in everyday life and realize the
charm of the past conveyed with the proverbs.

19

- Societal Curriculum - Turkey -

- Students have the opportunity to interact with the oldest living
generation.
- The activity helps developing imaginary power of the students.
- The activity helps socialization of the students.
- The activity helps developing word power and public speaking
capability of the students.
- It helps developing self-esteem and confidence for the students.
- The activity contributes to cognitive development by embodying
abstract concepts.
SUGGESTIONS FOR TEACHER(S):
- Short proverbs with more concrete concepts may be chosen for small
age groups.
- Reminder tips cards for proverbs are prepared by the teacher
beforehand.
- The students may wear traditional costumes if they have.
- Balloons and small gifts can be given to students participating in the
competition during the festival.
- A memorial photo is taken with participation of three generations as
a memory of the day.
- Photographs taken can be published in school newspaper, clipboard,
website to promote the festival.

20

- Societal Curriculum - Turkey -

SOCIETAL CURRICULUM
SCHOOL SECTION: Secondary School
NAME OF THE LECTURE: Social Studies- Technology & DesignSpecial Education
CURRICULAR TOPIC: Communication and Human Relations
TYPE OF ACTIVITY: Indoor
DURATION OF THE ACTIVITY: 40 minutes
INVOLVEMENT OF GRANDPARENTS: Yes
TYPE OF
environment;

INVOLVEMENT: Inviting grandparents to school

a) Inviting the grandparents to an event organized by the teacher in
the class,
b) To ensure that they spend quality time with the pupils in school
environment,
c) To help the students learning and playing traditional board games
LEARNING OBJECTIVES:
a) To contribute survival of the forgotten traditional cultural elements,
b) To contribute to the establishment of strong communication links
between grandparents and grandchildren / children,
c) Students are expected to interact with different groups, to increase
their trust and respect for themselves and for the elder people,
d) To help young generations learning about the elements of the
national culture
MATERIALS NEEDED:
a) Board games prepared in Technology & Design lesson
b) Tables and appropriate physical conditions for playing the games,
c) Refreshments and cookies,
d) Camera
e) Participation certificate
PREPARATIONS NEEDED:
a) The students are asked to do research about the traditional
boardgames the grandparents used to play in their childhood.

21

- Societal Curriculum - Turkey -

b) The most popular boardgames are determined according to results
of the mini survey.
c) Production of boardgames using the materials available at home as
a part of the Technology & Design lesson (the boardgame may be either
produced or supplied according to the characteristics of the game).
d) The date on which the grandparents will be invited is determined
and necessary announcements are made.
e) Establishing an out-of-routine physical environment through the
change of class seating,
f) Preparation of cookies and refreshments by the volunteer parents,
g) The activity may also implemented in special education class by
simplifying.
h) Preparing participation certificates for the students and
grandparents,
METHODOLOGY:
a) Suitable class environment is created with the participation of the
students and volunteer parents (cookies, seating order, etc.).
b) Grandparents are welcomed by students and teachers in the class.
c) Boardgames previously prepared in the Technology & Design
course are placed on the tables.
d) Grandparents and grandchildren play boardgames together.
e) While playing the game, they are asked to mention memories of the
boardgames they played in the past.
EXPECTED OUTCOMES:
a) In terms of the pupil;
1. Students learn about the history, cultural traditions of their country.
2. Students have the opportunity to compare past and present.
3. Students have the opportunity to interact with the oldest living
generation.
b) In terms of grandparents;
1. They feel that they can help and contribute to the education of the
grandchild when they are invited to the school for a specific purpose.
2. They have the opportunity of sharing the conditions of the past
times with the pupils to help them understanding the changes in the
society.
22

- Societal Curriculum - Turkey -

3. They realize that boardgames can be a means for meeting with
his/her grandchild.Participation certificate and memorial photograph
provide a permanent moment.
SUGGESTIONS FOR TEACHER(S):
a) At the parents’ meetings to be held, the parents are informed that
the grandparents will be invited to the school and actively contribute to
the education of the grandchildren.
b) Students may be required to play traditional boardgames known by
the grandparents at home as a preliminary preparation.
c) If necessary, board game materials determined may be produced in
cooperation with the technology design teacher or they may be supplied.
d) The teacher prepares participation certificate for the grandparents
as a memorial of the day.
e) The teacher can take a memorial photo after getting the necessary
permissions to use it in various means of communication.

23

- Societal Curriculum - Turkey -

SOCIETAL CURRICULUM
SCHOOL SECTION: Pre-primary
NAME OF THE LECTURE: Family Participation Activity
CURRICULAR TOPIC: How Do My Parents Earn Money?
TYPE OF ACTIVITY: Indoor
DURATION OF THE ACTIVITY: 30 minutes
INVOLVEMENT OF GRANDPARENTS: Yes
TYPE OF INVOLVEMENT:
Inviting the grandparents or parents to the school;
-To ensure that the three generations meet for a goal in the school
environment,
-To promote the family ties by introducing the professions worked to
make a living to the students in the class,
- Helping the pupils learning existence of different professions that are
all needed in the society
LEARNING OBJECTIVES:
Children have knowledge about other professions as well as of their
parents.
Students get the opportunity to learn about the professions that are
either already lost or about to disappear.
Interest and awareness is raised for different professions.
The students recognize the resources needed to sustain life.The
students know about the performers of different professions who are
specialized in respective jobs.
MATERIALS NEEDED:
The necessary tools and equipment for the professions to be
introduced are brought to class.
The parent introducing his/her profession is asked to present some
small gifts to the students with the money they have earned.
PREPARATIONS NEEDED:
- The parents are informed about the activity with a parents’ meeting
to be organized in the class.
A schedule is created based on the dates when the parents are
available for demonstration in the class.

24

- Societal Curriculum - Turkey -

Parents visit the workplace with their child beforehand to take photos
for demonstrating in the class.
They are asked to prepare a presentation with photographs or short
videos taken.
If any, the parents may bring some materials to the classroom provided
that they are related with the profession.
The parents are invited to the school for informing the children about
their profession.
A role-play may be performed using the materials brought to the class
under the guidance of the teacher.
A memorial photo is taken as a memory of the day.
METHODOLOGY:
The teacher informs the children about what the parents invited to the
class will do.
The student and his/her parent who are waiting outside the classroom
are welcomed to the class with applauses.
Visitor parent(s) how they started their profession, what they do, and
how they continue their occupation.
He/she presents the presentation prepared with his/her child.
If there is no practical demonstration, the parent is involved in a roleplay to demonstrate how he/she conducts his/her profession under the
guidance of the teacher.
The parent presents the gifts/ presents related to his/her profession.
EXPECTED OUTCOMES:
Students learn about the profession(s) of their parents and others’
professions.
Interest and awareness of the students is raised for different
professions.
Parents and students spend quality time in research and preparation
phase of the profession to be demonstrated.
He enjoys the happiness of spending quality time in his school
environment with his/her parent(s).
Students understand and share information about family members.
It contributes to the development of students’ self-esteem and they
feel proud with their parents.

25

- Societal Curriculum - Turkey -

The students learn the difficulty of making money and its importance
for sustaining life.The students understand the importance of efficient
use of the resources owned.
SUGGESTIONS FOR TEACHER(S):
The parents are informed about the activity during the parents’
meeting.It is suggested to conduct a workplace visit if it is feasible and
possible.
The parents are requested to focus on the process of their profession
rather than the outcomes and results.The teacher guides the parent(s)
during the entire process.

26

- Societal Curriculum - Turkey -

SOCIETAL CURRICULUM
SCHOOL SECTION: Secondary School
NAME OF THE LECTURE: Social Studies
CURRICULAR TOPIC: Communication and Human Relations
TYPE OF ACTIVITY: Visit to Nursing Home
DURATION OF THE ACTIVITY: 3 hours
INVOLVEMENT OF GRANDPARENTS: As a part of Social Studies
lesson, a nursing home visit will be organized to provide an atmosphere
of cultural and social convergence between the students and elderly
people in need of care.Seventh grade primary school students will have
the opportunity to visit the elderly people in a nursing home as a part of
their moral education.Our students and the elderly people will meet in
the nursing home.
TYPE OF INVOLVEMENT: Visiting the elderly people in nursing home;
a) Ensure that students participate in a nursing home visit organized
by the school,
b) Empathize by means of playing traditional games and toys with the
elderly people during nursing home visit
LEARNING OBJECTIVES:
a) Visiting elderly people, ask after their health and the compassion are
important merits in terms of our moral activities, Provide an opportunity
where both visitors and the elderly people visited may enjoy the time
spent together,
b) Benefit from the experience and advices of the elderly while playing
traditional gamesin the nursing home,
c) Assist the students learning the moral values such as compassion,
understanding, tolerance,
d) Contribute to strengthening cultural ties and bonds between the
generations,
e) Contribute to the establishment of strong communication links
between the homeless, the elderly and the needy individuals and
students,
f) Bringing up highly communicative and capable individuals through
developing empathy,
g) Creating the areas that young generation may teach to the older
generation (such as technology) as well as the experiences to pass from
older generation to the young generation,
27

- Societal Curriculum - Turkey -

MATERIALS NEEDED:
a) Traditional games and toys,
b) Small gifts,
c) Camera
PREPARATIONS NEEDED:
a) Planning the date and time of the visit by meeting with the
administration of the nursing home,
b) Preparations for the transport of students to nursing home,
c) Briefing provided to the students before visiting the nursing home,
d) Preparing the gifts that the students will present during the visit
METHODOLOGY:
a) The visitor team welcomed by the personnel of the nursing home
is accepted to the meeting hall where the elderly people wait for the
meeting.
b) After the short description of the teacher in charge, traditional
games and toys are placed on the tables.
c) The elderly people and students chat and play traditional games
and toys in a friendly environment.
d) The students help the elderly people about use of the technologies
devices if needed for playing a particular toy or game,
e) The students present their gifts to the elderly people and a memorial
photo is taken as a memory of the day.
EXPECTED OUTCOMES:
a) Students have the opportunity to interact with the oldest living
generation.
b) The students benefit from the experience and advices of the elderly
while playing traditional games in the nursing home,
c) The students get the opportunity to think about the “visiting culture”
and its effects on human relations.
d) The activity helps developing the emotions such as empathy and
compassion.
e) The students help the elderly people about use of the technologies
devices if they need.

28

- Societal Curriculum - Turkey -

SUGGESTIONS FOR TEACHER(S):
a) The teacher displays short documentaries and films about the
elderly to promote voluntariness of the students for visiting the nursing
home. It is recommended to visit the nursing home by providing empathy
for the elderly.
b) Small gifts and flowers are provided by the students for the nursing
home visit.

29

- Societal Curriculum - Turkey -

SOCIETAL CURRICULUM
SCHOOL SECTION: Pre-school, primary, secondary school
NAME OF THE LECTURE: STEM Activity
CURRICULAR TOPIC: Making A Kite
TYPE OF ACTIVITY: Indoor- Workshop Activity
DURATION OF THE ACTIVITY: 80 minutes
INVOLVEMENT OF GRANDPARENTS: Yes
TYPE OF INVOLVEMENT:
- Preparing an environment to increase motivation of the students for
the school and benefit from experiences of the elderly people especially
during times of seasonal changes when the students experience problems
for adaptation to the school,
- Joining the events of the local NGOs (festivals, fairs etc.) with
grandparents
OBJECTIVES:
-Enjoying the exciting atmosphere of science with involvement of
three generations and maintaining the tradition of kiting that has survived
from one generation to the other as a STEM Event
- To use knowledge of different disciplines (Science, Visual Arts) around
a common goal,
- Ensure that the academic knowledge learned in the classroom is
combined with experiences of the older generation
- Practicing kite making and flying techniques that appeals to all age
groups.
-Raising curiosity about science
MATERIALS NEEDED:
For making kites;
-Folio, tape, scissors, yarn, ruler, wooden sticks, etc.
PREPARATIONS NEEDED:
- Creating a workshop environment (table,chairs, materials, etc.) for
the activity to be conducted in the school
METHODOLOGY:
- The necessary materials are placed and three generations get the
opportunity to design, manufacture and fly the kite together.

30

- Societal Curriculum - Turkey -

EXPECTED OUTCOMES:
-Students have the opportunity to learn from their grandfather how
to build a kite that looks simple but can only be learned by experiencing.
-The knowledge learnt in different lessons is used actively used in daily
life.
-Students are required to research climate conditions and have
detailed seasonal information.
-Students have the opportunity to take advantage of the experience
of the oldest generation.
SUGGESTIONS FOR TEACHER(S):
-Different disciplines can organize and perform the activity collectively.
-A rewarding mechanism may be established for ‘the highest flying
kite’, ‘most beautiful kite’, ‘lightest kite’, etc.

31

- Societal Curriculum - Turkey -

SOCIETAL CURRICULUM
SCHOOL SECTION: Pre-school, primary, secondary school
NAME OF THE LECTURE: Turkish Language, Social Studies
CURRICULAR TOPIC:Umbrellas for Ramadan- Ramadan from 7 to 77
TYPE OF ACTIVITY: Indoor
DURATION OF THE ACTIVITY:30 Days
INVOLVEMENT OF GRANDPARENTS: Yes
TYPE OF INVOLVEMENT:
-Grandparents are invited by the class teacher to meet with the
students in the peaceful unifying atmosphere of Ramadan.
-Grandparents share the excitement of Ramadan by writing emotions
and thoughts to the umbrellas together with the students.
LEARNING OBJECTIVES:
-The involvement of students of all age groups and parents in the
school,
-Contributing to the oral transmission of the positive effect of Ramadan
on family and community relations to future generations
MATERIALS NEEDED:
- Umbrellas in different colours
-Yarns
-Paper, Pen
PREPARATIONS NEEDED:
- Umbrellas are hung down on the ceilings of the school corridors or
a larger area
-Y arns are tied to the umbrellas,
- Each class invites grandparents to the school in turn from the first day
of Ramadan,
-The paper and the pens are provided to allow the three generations
write down and hang their feelings and thoughts about Ramadan.
- The umbrellas remain hanged during entire Ramadan month.
METHODOLOGY:
-The protective shield of Ramadan is objectified with an umbrella,
-The umbrellas may be named as follows:
32

- Societal Curriculum - Turkey -

-Brotherhood, first fasting, courage, fasting-health, patience, sharing,
Ramadan rhymes and drum, joy of iftar (breaking fasting), joy of festival,
solidarity, etc.
- Class teachers may participate to the event in turn.
- Students are asked to write notes on the umbrellas together with
their grandparent(s); old festival photos are hung as the memories of
Ramadan
- A joint Ramadan excitement is created by reading the notes of the
students and grandparents reflecting their emotions and thoughts.
EXPECTED OUTCOMES:
-Students enjoy the month Ramadan not only in home but also in
school environment.
-The students in the school have the opportunity to learn the memories
of the oldest generation.
- They get detailed information about Ramadan and fasting.
- They have the possibility to access the cause and effect relations
related to the spiritual values more easily.
- Grandparents actively participate and become a reference source
during the activity.
SUGGESTIONS FOR TEACHER(S):
-Umbrellas can be hanged together with students; banners and
invitations can be prepared for visual richness.Umbrella titles can be
enriched and sub-events can be organized together with the parents.
‘Ramadan memorabilia’ photo corner can be prepared.Iftar (breaking
fast) can be organized by the parents in the school.
This event can also be held in the school’s garden in the form of a
Ramadan tent for 30 days for active participation.


33

- Societal Curriculum - Turkey -

SOCIETAL CURRICULUM
SCHOOL SECTION : Entire school
NAME OF THE LECTURE : All courses
SUBJECT : National festivals/ april 23rd national sovereignty and
children’s day
TYPE OF ACTIVITY: Out-school learning
DURATION OF THE ACTIVITY: 3 hours
INVOLVEMENT OF GRANDPARENTS: [YES]
TYPE OF ACTIVITY:
- Ensure that grandparents and parents get to school with their
children on the day of the festival,
a) Inviting the grandparents to an event organized by the teacher in
the class,
b) Ensuring that the traditional games, anthems, activities or costumes,
which is part of the open air activity to be held on the April 23rd National
Sovereignty and Children’s Day,
c) Narrate the students how the April 23 National Sovereignty and
Children’s Day was celebrated in their own childhood,
LEARNING OBJECTIVES:
-Students learn Ataturk and what he did for the Turkish nation.
- Students understand and celebrate the April 23 National Sovereignty
and Children’s Day.
-Students will appreciate the importance of April 23 National
Sovereignty and Children’s Day for the Turkish nation.
- The student develops understanding of the national identity.
- It allows transferring national holidays from one generation to the
other.
- The activity allows the three generations to enjoy traditional games
together.
MATERIALS NEEDED
- Providing materials and tools for the game corners for the games
of rope skipping, sack racing, egg carrying, tug of war, tombik, hiding
handkerchief, mangala, spinning top, hopscotch, carting,etc.

34

- Societal Curriculum - Turkey -

PREPARATIONS NEEDED:
-Everyone who attends the April 23 National Sovereignty and
Children’s Day wears a red-white or flagged outfit.
- Game Corners are created in the festival area where April 23rd
National Sovereignty and Children’s Festival will be celebrated together
for three generations.
- Hanging up identifying banners bearing the names of the games
-Students are informed about the life and works of Atatürk during the
week of April 23 National Sovereignty and Children’s Day.To this purpose,
it is benefited from rhyming, poetry, finger play, marches.The school is
decorated with flags and balloons.
METHODOLOGY:
-A teacher is assigned for each game and parents and children play
the games together.
- An enthusiastic atmosphere is created with traditional folk music and
anthems
EXPECTED OUTCOMES:
-The students learn the life of Atatürk.
-The students know that Ataturk’s works and achievements for the
Turkish nation.
- Students know why April 23 National Sovereignty and Children’s Day
is celebrated.
-The students follow the music rhythm and play with the parents.
-The student sings marches about the April 23 National Sovereignty
and Children’s Day.
-Students will have the opportunity to celebrate the National
Sovereignty and Children’s Day on April 23rd and compare the past with
the present.
-Students have the opportunity to interact with the oldest living
generation.

35

- Societal Curriculum - Turkey -

SUGGESTIONS FOR TEACHER(S):
- This event can be adapted for important holidays of every nation,
such as the Day of Republic, August 30 Victory Day, July 15 Democracy
and Martyrs Day, etc.
- The students may march in the school garden in accompany of the
anthems.
- The confetti rain can be arranged. The students may be provided
balloons in colours of the flag.
- Traditional foods can be prepared and served
- Corners can be created in the garden for face painting.

36

Societal Curriculum
BULGARIA

- Societal Curriculum - Bulgaria -

SOCIETAL CURRICULUM
1. SCHOOL SECTION: Primary
2. NAME OF THE LECTURE: Social sciences
3. CURRICULAR TOPIC: Spring festivals and customs
4. TYPE OF ACTIVITY: on site at the ethnographic complex “Genger”
5. DURATION OF THE ACTIVITY: 1 hour
6. INVOLVEMENT OF GRANDPARENTS: Yes
7. TYPE OF INVOLVEMENT:
They are going to tell and show about how to make flower wreath.
8. LEARNING OBJECTIVES:
Getting to know the spring festivals and customs Lazarovden (The day
before Palm Sunday), Tsvetnitsa (Palm Sunday) and Easter.
Formation of the concept about customs related to the spring festivals.
Imporvint the skills to make connections between customs and
traditions and the festivals to which they relate.
9. MATERIALS NEEDED (IF ANY)
Flowers, dread, rope, egs, egg colours, small baskets for the coloured
eggs.
10. PREPARATIONS NEEDED (IF ANY): No
11. METHODOLOGY:
1. The teacher greets the students.
Good morning, children, welcome to the ethnographic complex
“Genger”. We have here some grandparent. They are going to tell us
about thespring festivals Lazarovden (The day before Palm Sunday),
Tsvetnitsa (Palm Sunday) and Easter.
2. A Granny tells about Lazarovden (The day before Palm Sunday)
Once upon a time a young man called Lazarus lived. He went down
ill and soon he died. It urned out thet the Saviour Christ was not far from
there and He went to the town. Lazarus’s sisters beggd Jesus to ressurect
their brother and Jesus did so.
On this day young girls wear their most beautiful dresses, they go to
the houses and sing songs of blessings. They are called LAZARKI and the
custom is called LAZARUVANE. The hosts usually give them eggs.

39

- Societal Curriculum - Bulgaria -

3. Questions:
Did you understand what is celebrated on Lazarovden?
How do we call the young girls who go to the houses and sing songs?
How do we call the custom?
What do the host give the young girls?
Now our guests are going to sing a traditional song.
4. A Granny tells about Tsvetnitsa (Palm Sunday) and the custom to let
flower wreath on water.
After Lazarovden comes Tsvetnitsa. On this day the inhabitants of
Jerusalem met Jesus with palm leaves and greeted him in their city.
On this day people take flowers to the church and the priest gives
everyone a willow twig. In the past every young girl wore a wreath of
flowers she had picked herself.
The girls gathered near a brook or river and threw their wreaths on
the water. The girs tried to tell their fates according to how the wreaths
floated.
Everyone has a piece of paper and pencils. Colour the figures that take
part in this custom.
Which figures did you colour? Why did you colour only the girls’
figures?
Now the basket maker is going to teach youj how to make wreaths.
Your wreaths are beautiful. Keep them ot show your parents.
5. The greatest spring festival is Easter. What do you connect Easter
with?
Do you know who colours the eggs?
When do they colour the eggs?
A Granny is going to teach you how to colour Easter eggs.
Everyone has cups with different egg colours and boiled eggs. Folllow
the instructions of the Granny and colour the eggs carefully.
Do you know what colour should the first egg be made?
And what do we do with it? Where do we leave the first egg?
Did you remember the three festivals?
Who does take part in Lazarovden and Tsvetnitsa?
When do children fight with the Easter eggs?
40

- Societal Curriculum - Bulgaria -

Who is the winner?
You were great and therefore the is a small surprise for you. (the
Grannies show how “Kralyu Portaluy” is played.
12. EXPECTED OUTCOMES:
1. Differenciate the spring festivals Lazarovden (The day before Palm
Sunday), Tsvetnitsa (Palm Sunday) and Easter.
2. Know the traditions and customs related to these festivals.
13. SUGGESTIONS FOR TEACHER:
The lesson is interesting and funn if the children take part in making
the wreaths, colouring the eggs, singing.

41

- Societal Curriculum - Bulgaria -

SOCIETAL CURRICULUM
1. SCHOOL SECTION: Primary
2. NAME OF THE LECTURE: Social sciences
3. CURRICULAR TOPIC: Labour and jobs
4. TYPE OF ACTIVITY: Indoor
5. DURATION OF THE ACTIVITY: 1 hour
6. INVOLVEMENT OF GRANDPARENTS: Yes
7. TYPE OF INVOLVEMENT:
They are going about the wished or “modern” jobs of their childhood,
whether they have managed to achieve their dreams; what is necessary
to achieve a dream or what the challenges are there.
8. LEARNING OBJECTIVES:
Affirming the knowledge about the different jobs. Discovering the
role of labour in people’s lives. Rationalisation of the changes in the jobs
in time – jobs of the past, jobs of the future.
9. MATERIALS NEEDED (IF ANY) :
A set of cards for “Black Peter”
10. PREPARATIONS NEEDED (IF ANY):
A presentation on the topic
11. METHODOLOGY:
Introduction by the teacher
People have got different jobs according to what they are skilled for or
according to the place they live in.
What do you think? What is a job and what is a hobby? Is there any
difference between them?
Can a hobby become a job?
Throughout the years jobs have changed. Some of the first jobs or
“old” ones are a potter, shepherd, soldier, astronomer, shoemaker.
With the development of science and technology changes have
emerged in people’s lives. New jobs as a stewardess, astronaut, operator,
reporter, model have come to existence.
Some jobs are very attractive and desired. There are jobs for which
you need preliminary preparation and special training – dentist, doctor,
teacher, pilot, architect, engineer.
42

- Societal Curriculum - Bulgaria -

Other jobs are related with the courage and bravery – rescuer,
firefighter, policeman, soldier.
Jobs for which you need a special talent are artist, actor, athlete,
musician, singer, dancer.
Every day we meet people who do their jobs in service of other people
– painter, waiter, postman, sales person, driver.
What do you think, what jobs are suitable for men or wonem? Are
there feminine or masculine jobs? (In the past they believed that women
can be only tailours or cooks. Today more and more men become chefs,
tailours or hairdressers. And more and more women choose masculine
jobs – pilot, soldier etc.)
What do you think?
Which job is most important and useful?
Is there a job we do not need?
What job is most difficult?
What job is most desired?
How can we choose a job?
What were the desires of your grandparents, what jobs did they want
and dreamed of? Here we have some of your grandparents and they are
going to share with us some things.
So, the conclusion is that all jobs are useful and necessary. Every labour
deserves respect.
Task (on the board): Put the words into the correct order and you are
going to learn two wise thoughts:
makes/beautiful/the person/labour/and/him/makes/ugly/laziness.
(Labour makes the person beautiful and laziness makes him ugly)
doesn’t work/eat/as well/he who/shouldn’t (He who doesn’t work,
shouldn’t eat as well.
One of the most favourte games of your grandparents’ childhood is
“Black Peter”. How we can play tha game? Hre we have a nice Granny
and she is going to teach us.
Today we are going to change the rules a little. Each of you is going to
draw a card and shouldn’t sho it to the others. You are going to describe
the job that is on the card so the others can tell it. You can use word and
signs but you shouldn’t name the job.

43

- Societal Curriculum - Bulgaria -

12. EXPECTED OUTCOMES:
The students are expected to acquire the skills for grouping the jobs
according to different criteria. They are expected to learn that there is not
any ashaming job but every job is useful and deserves respect. Through
the game they can imaginer themselves as doers of certain job. With the
help of grandparents attending the lesson the students should gain the
impression of most desired or most common jobs in the past.
13. SUGGESTIONS FOR TEACHER:
The cards for the game should be prepared in advance. Some
information about typical jobs for the area should be found in advance
too.

44

- Societal Curriculum - Bulgaria -

SOCIETAL CURRICULUM
1. SCHOOL SECTION: Primary
2. NAME OF THE LECTURE: Mathematics
3. CURRICULAR TOPIC: the number 6
4. TYPE OF ACTIVITY: Indoor
5. DURATION OF THE ACTIVITY: 1 hour
6. INVOLVEMENT OF GRANDPARENTS: Yes
7. TYPE OF INVOLVEMENT: a grandfather and a grandmother are
going to take part in “Granddad and the turnip” fairy tale play with
counting to 6.
8. LEARNING OBJECTIVES:
To form the concept of the number 6
To build up in the students the skill to write the number 6
To affirm the students’ knowledge of the number 6
9. MATERIALS NEEDED (IF ANY) :
Magnet pictures, an abakus, 5 sets of domino, 5 sets of “Don’t gat
angry, man”
10. PREPARATIONS NEEDED (IF ANY):
The students are divided into 5 groups of 4. Each group is given a set
of domino and “Don’t gat angry, man”.
11. METHODOLOGY:
I get from the magical bag 6 magnet pictures with fruit and vegetables
and I place them on the white board.
Can anyone tell me what this is? And can anyone count these?
Today we are going to get to know the number 6 and we are going to
learn how to write it.
Open your coursebooks and have a look at task 1.
Let us count the first group of ducklings. Right, they are five. Let us
add one duckling to them and they are going to be six. Is there a shovel
for every duckling?
six

So the shovels should be 6 too. Let us count: one, two, three, four, five,

45

- Societal Curriculum - Bulgaria -

Task 2
Have a look at the flower. How many stems has it got? And how many
leaves? And how many are the red petals?
Let us count the dots on the domino tile.
Task 3
Take you abakuses and on the first row take five balls and on the
second 6 balls. What do you see? Where are there more balls? So 6 is
more than 5 and 5 is less than 6.
Task 4
Put the >, <, = signs (we check)
Task 5
Which fairytale is the picture from? (“Grandpa and the turnip”).
Which fairytale is the picture from? (“Grandpa and the turnip”). Let
us play the fairy tale. We have a grandfather and a grandmother here.
Now we need a granddaughter, the dog, the cat and the mouse. (Roles a
distributed and all together play and count from 1 to 6).
Let us count the main characters (1….6)
Task 7
And now let us see how we write the number 6. Can everyone write
it in the air?
Do it three times.
So, now join the dots in the first row.
Finish the number 6 in the mathematical grid.
Task 8
Who can read the numbers?
Forwards and backwards.
Now finish the numbers in the rows.
It is now time for fun. Each group has a set of domino. Draw five tiles
each. When I say “Start” begin to order the tiles. There is going to be a
winning team.
The second game is “Don’t get angry, man”. There are going to be
individual winners from the four groups.

46

- Societal Curriculum - Bulgaria -

12. EXPECTED OUTCOMES:
As a result of this lesson the students are expected to be able to:
Count to 6 forwards and backwards using cardinal and ordinal
numbers.
Write the numbers from 1 to 6 and compare the number of objects.
To form the next number from the preceeding adding 1.
To determine the place of each number in the row of natural numbers
(after, before, between which numbers)
To compare the numbers from 1 to 6 and use the signs >, <, =
13. SUGGESTIONS FOR TEACHER:
Small prises for the students can be prepared.

47

- Societal Curriculum - Bulgaria -

SOCIETAL CURRICULUM
1. SCHOOL SECTION: Primary
2. NAME OF THE LECTURE: Mathematics
3. CURRICULAR TOPIC: Multiplication and division with numbers to 6
4. TYPE OF ACTIVITY: Indoor
5. DURATION OF THE ACTIVITY: 1 hour
6. INVOLVEMENT OF GRANDPARENTS: No
7. TYPE OF INVOLVEMENT:
8. LEARNING OBJECTIVES:
To exercise the multiplication and division chart with the numbers to 6.
To improve the skills of quick oral calculation
To exercise the skills for composing mathematical tasks
To work on the accuracy of calculation
9. MATERIALS NEEDED (IF ANY) :
Children game “Domino” (A couple of sets, one set is for four children),
dice (2 dice for each group of four students)
10. PREPARATIONS NEEDED (IF ANY) :
The teacher prepares for each student: a piece of paper with the
numbers from 1 to 100 and a worksheet.
The students are divided into groups of four.
Working corners (stations) are formed, where the materials are palced
(domino sets and dice). During the class the students change seats and
go through the three stations with three different games.
11. METHODOLOGY :
Today we are going to exercise the multiplication and division chart
with the numbers to 6. We are going to play and have fun, we are going
to combine what is enjoyable with what is useful.
First of all let is remember:
How are the number called when we multiply or divide them?
Here is the first challenge for you: get ready for oral calculation.
If the number is 36, wich are the multipliers? (The same goes with 12,
18, 24).

48

- Societal Curriculum - Bulgaria -

Which number is 4 times bigger than 6? And wich number is 5 times
smaller than 35?
Now imagine you are wizzards and you can guess numbers. I will think
out some numbers and you will tell the numbers. Can you? Let’s try.
I have got a number in my head. I multiplied it by 3 and I got 24. Wich
number have I got?
I have got another number in my head. I divided it by 6 and I got 6.
Wich number have I got?
An now I am going to challenge you. I am going to divide you in groups
of four. You are 24. How many groups are we going to have?
For each group I have prepared 3 different games. You are going to
have 10 minutes to deal with them. After that you swap your places.
Game 1: Bingo with Domino
Every student has the piece of paper with the numbers from 1 to 100,
laminated so they can write on it with whiteboard marker. After the task is
finished the laminated piece of paper can be cleaned and reused.
The teacher distributes the sets of domino – one set for a group of
four. The tiles are placed face down. Every child draws 7 tiles. At a signal
by the teacher the children turn the tiles and calculate the multiplication
tasks and mark the answers on the laminated piece of paper with numbers
from 1 to 100.
Game 2: Domino chain
The students in groups of four place the tiles in a chain (as the rules of
the game). After that the calculate by multiplication and write the answers
in the individual worksheets.
Game 3: Dice
The students throw the two dice and multiply the numbers they get.
The answers are marked in the individual worksheets.
12) EXPECTED OUTCOMES:
Automation of the multiplication and division with the numbers to 6.
Improvement of the ability to apply the mathematical skills in different
situation.
13) SUGGESTIONS FOR TEACHER:
During the lesson the teacher uses a timer and times the games 10
minutes each. After the signal the students finish their work. After the
end of the games the worksheets are collected to be checked. A winner
for time is announced and the winner for accuracy of the calculation is
announced later. Small prises for the students can be prepared.
49


Documents similaires


Fichier PDF fr language teaching assistant french speaker
Fichier PDF offre poste enseignants animateurs usa
Fichier PDF redaction en anglais
Fichier PDF file 3
Fichier PDF hotel management institute
Fichier PDF poison fish


Sur le même sujet..