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Intensive Programme DIVUS 3-16 March 2013 e-Book Hogeschool-Universiteit Brussel Bart Hempen & Michèle Vanleke

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Page 1: Intensive Programme DIVUS e-Book

Intensive Programme DIVUS 3-16 March 2013 e-Book Hogeschool-Universiteit Brussel Bart Hempen & Michèle Vanleke

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RESPECT THE NATURE

Jens Anquinet

Alexandra Timofte

Marija Plavcic

Sònia Calvet Carné

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INDEX

Lesson plan……………………………………………………………………………………………………………………………………. 2

Class Presentation…………………………………………………………………………………………………………………………. 5

Student’s worksheet……………………………………………………………………………………………………………………… 28

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Lesson plan

THEME OF THE LESSON: Environment, Sustainability, Quality

ATTAINMENT TARGET OF THE LESSON: Search for sustainable solutions to influence and to improve the local and global environment

Time

Content of the lesson

Teacher activities

Pupils activities

10’

30’

Introduction

Instructions

We will show the pupils on a power point

presentation some pictures with daily life

problems. We will also write words so that

the pupils will associate them with the

pictures; we will also guide them with some

other solutions.

We will separate the pupils into 4-5 groups,

depending on how many pupils there are in

the classroom. We will give them an example

on what their next task will be, so each group

The pupils will give solutions to the problems

shown in the pictures.

Each pupil in the group will have something to

do (write, speak, contribute etc.). They are

allowed to speak inside the group in Dutch,

but, when saying the result, each assigned

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10’

Final

will receive a worksheet which contains a

picture and a table they need to complete, by

answering the questions asked.

We will show them a clip about pollution

which is supposed to have an impact on their

next behavior related to the environment.

We also prepared a quiz about global

warming, so we will discuss with them their

answers.

If there is enough time, at the end of the

lesson we will ask them “What can you do?”,

in order to help them realize how important is

to keep our planet safe.

pupil will speak in English. The pupils from the

other groups will also be free to express

themselves if they consider they have a better

solution for a certain situation.

The pupils will try to answer the questions in

the quiz.

They will note the answer to the final

question on the worksheet, so that they will

have a broad spectrum with the specific

things they can do to contribute to

maintaining or even protecting/saving the

environment.

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Class Presentation

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Student’s worksheet

RESPECT THE NATURE

Activity 1: Some examples

What?

How? Where?

Activity 2: I will work on situation…

What do I see?

Which is my opinion?

How can I contribute?

RESPECT THE

NATURE

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Activity 3: Video clip

1. Which of these is an effect of global warming?

Relocation of Precipitation

Melting of Ice cap

Rising Temperatures

All of the above

2. Which is an Effective way to prevent global warming?

Carpool whenever possible

Insulating your home better

Shopping locally for food.

All of the above

3. What causes Global Warming?

Precipitation

The lithosphere

Polar ice caps

Greenhouse gases

4. Which one of these animals is affected by global warming?

Polar bears

Bowhead Whales

Sub Antarctic Fur Seal

All of the above

5. Which one of these is not an effective way to prevent global warming.

Using compact fluorescent bulbs/lamps

Wash clothes in cold water and line-dry whenever possible.

Using lawn mowers with engines

Insulate your home better

6. How are lakes affected by global warming?

Precipitation

Condensation

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Soil Evaporation

Erosion

7. What is degradable?

o Something that grows up

o Natural decomposition by bacteria

o Food for animals

o Something that can melt

8. Which do you think is most important for reducing waste?

o Recycling

o Throwing waste at sea

o Re-using materials

o Burning waste

9. True or False? Global Warming is caused only by natural factors:

o True

o False

10. Would you change your lifestyle for the care of the planet?

o Yes

o No

o I don’t care, I won’t be alive when something bad happens

o Maybe

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THEME OF THE LESSON:

ATTAINMENT TARGET OF THE LESSON:

Time Content of the lesson Teacher activities Pupils activities

DIVERSITY

Attainment target:

- The pupil can

collaborate with

others, regardless of

their social

background, gender

or ethnic origin.

5 min. We all introduce

ourselves and tell them

why we are here. By a

PowerPoint presentation

the pupils get to know us

a bit.

Introduction of ourselves in

ppt.

5 min. We’ll talk about diversity,

what is it? Do they know?

What does it mean for us,

in a class room and what

does it mean for Brussels

etc.

Introduction of the meaning of

diversity in general and school-

context. What do they think

diversity means?

10 min. Fatma will explain the

introduction game.

Introduction-game:

Pupils have to make groups

sorted by the next topics (first

three in silence):

- Shoe color (by looking)

- Color of clothing piece (by

looking)

- Eye color (by looking, eye

contact)

- Month and year of birth in

one long row (by talking)

The message during this game

will be that we are all unique

and different, but we all have

our similarities with others.

15 min. Martin will explain the

second game.

Game: other cultures – other

rules and habits.

Core part: self-

reflection(experience of

exclusion and ignorance)

We divided the group in 4. 3 -

3 - and the half of the rest.

The two small groups will go

to the corridor and get the rules

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explained. They are only

allowed to answer questions

from those who are similar

from the other groups in the

classroom. Example; girl with

red sweater is only allowed to

answer questions from pupils

who wear the same color. Etc.

The other groups have to ask

questions from daily life and

have to find out why some

pupils answer questions and

why not.

10 min. Bahar will explain the last

game.

Connection game (tableau):

Pupils will search for

similarities with each other.

When they found a similarity,

they connect to each other by

touching.

5 min. EU motto explanation by

Martin.

EU MOTTO: united in

diversity.

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Sarah Bindar Aniek Schiphauwer Yahya Yavasci

Austria Holland Turkey

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THEME OF THE LESSON: saving the environment

1. ATTAINMENT TARGET OF THE LESSON: search for sustainable solutions to influence and to improve the local and global environment

Time Content of the lesson Teacher activities Pupils activities

5

Teachers introduce

themselves

My name is …

I am from … I am … years old.

We are teachers in our

country.

The children listen to

the teachers.

3

Explaining the

unknown terms

Teachers explain:

Environment

– All the things around

us. Nature

–animals

–plants

Teachers ask: - What is

environment?

- What is nature?

The children listen to

the teachers.

5

Brainstorming about

environment and

nature

Brainstorming:

Teachers write down

the words the students

say.

Pupils tell the

teachers what comes

into their mind about

environment and

nature.

5

Tableaux (still

picture)

The teachers act as a

lumberjack or a

hunter. They cut the

trees and kill the animals. Later they ask

the students how they

feel about the

situation.

Each student in class

can be part of the

environment. They can choose what

they want to be.

They create a huge

still image in which each student

represents a part of

the environment for

example a tree, a flower or an animal.

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3

Showing a video clip

Teachers tell the

students that they

should watch the video clip carefully and find

some problems:

- Which problems did

you see?

- Do you have an

idea how to save the environment?

The students watch

the video clip

carefully/

The students say

which problems they

could find.

Then the students

tell some first ideas

how those problems could be solved.

3

Showing a video clip

Teachers show another

video with environmental

problems and possible

solutions.

The students watch

the second video and collect some possible

ideas how to save

the environment.

20

Leaflet/ Flyer:

How to save the

environment

Teachers show the

instruction on the prezi

presentation.

The students create

a leaflet/ flyer with

ideas how they could

help to save the environment.

They can write or

draw to create

awareness for saving the nature.

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SAVE THE ENVIRONMENT http://prezi.com/irp_9ehryqqu/save-the-environment/?kw=view-irp_9ehryqqu&rc=ref-

13837367

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http://www.youtube.com/watch?v=1-g73ty9v04

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http://www.youtube.com/watch?v=tmhiglxga-4

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IRIS KEULER JOHANNA STREMPFL EBRU CIFTCI

HOLLAND AUSTRIA TURKEY

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THEME OF THE LESSON:

ATTAINMENT TARGET OF THE LESSON:

The pupil can…

… participate in policy making about and caring for the environment at school

… recognize sustainability issues in the nexus between economic, social and ecological aspects and recognizing the

impact of technology and policy

… seek for opportunities to a more self-sustainable use of space, materials, goods, energy, and transport

… search for sustainable solutions to influence and to improve the local and global environment

Time Content of the lesson Teacher activities Pupils activities

3 min. 15 min.

1. Topic: energy saving

2. Warm-up

We will switch off the lights without talking and we wait for a reaction from the pupils. The pupils will be guided towards to the topic. We write the topic on the blackboard, so the pupils can see the topic for the whole lesson: energy saving.

3. Video

We will show the pupils a video about energy saving (twice; because they will understand the video better).

The pupils have to guess what topic we have today. The pupils are watching a video and they have to think about energy saving.

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15 min. 5 min. 5 min.

http://www.youtube.com/watch?v=1-g73ty9v04 After the video we ask some questions:

- Do you like the video? - Do you understand what it is

about? - Do you do the same things like the

people in the video? On the blackboard we will write down some words what the pupils say about the video: switch off the lights, not using so much water.

We will go around and help the pupils by making a poster.

6. Game We will throw the ball into one of us to show them how it works.

The pupils talk about the video and the things they do to save energy.

4. Building groups The pupils make groups. Every group will get a big sheet to create their own poster about saving energy. They can draw or write whatever they want about the topic.

5. Evaluation posters

The pupils will talk about the topic and their posters.

The pupils will say their names when they catch the ball and say what they do to save energy. They can read the examples from the blackboard.

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5 min.

7. Ending The pupils get a sheet where they can write down what they did on each day to save energy.

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Vocabulary List

E n g l i s h D u t c h

Energy saving Energiebesparen

Switch off the lights De lichtenuitdoen

Cfls (Compact florescent blumbs) Spaarlampen

Heathing low De verwarming laag zetten

Take the bus Met de bus gaan

Go by bike Met de fietsgaan

Take the stairs Met de trappen naar boven gaan

unplug the computer, tv etc. De stekker van de computer, tv etc.

eruithalen

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(We write these sentences on the board and they first write these sentences and then use while playing game)

I ride my bicycle.

I use Cfls.

I take on the bus.

I unplug off my computer.

I heat at low oC.

I unplug off the TV.

I use little water.

I save energy.

I switch off the lights.

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Draw a happy face when you do these activities.

Draw an unhappy face when you do not do these activities.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

I ride my bicycle.

I use Cfls.

I take on the bus.

I unplug my computer.

I heat at low oC.

I switch off the lights.

I use little water.

I save energy.

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H U B R U S S E L

2012-2013

Cultural diversity Júlia Sola (Spain), Josipa Kolega (Croatia),

Stefana Iordache (Romania), Jolien

Verschueren (Belgium) Jolien Verschueren

IP DIVUS programme

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THEME OF THE LESSON: Cultural diversity : Júlia, Josipa, Stefana, Jolien

ATTAINMENT TARGET OF THE LESSON: 3., 4.8, 4.11

Time CONTENT OF THE LESSON TEACHER ACTIVITIES PUPILS ACTIVITIES

5’

Orientation: 1. Student teachers

presentation

Students represent

themselves.

The pupils watch the

power point presentation.

5’

2. Drawing on sheet of paper with box on it.

“ Draw things that make you who you are.”

Every pupil gets a sheet of paper with a box on it. When they are ready, some pupils show their box to the others and tell them why they have drew it.

5’

3. Presentation of the draws (similarities and differences)

“ When you look to the different drawings, do you see any differences and similarities?” “ How many different cultures are

presented in this classroom?” “ Do you know something about each other’s culture? What do you know?”

When they are ready, some pupils show their box to the rest and tell them why they have drew it.

15’

4. Pictures from the market: the exhibition “Mixtus” is an exhibition where 12 persons, who work at the “Abattoir”, are photographed with a box in their hands. Those are 12 persons from another culture and another function in the firm. They got ten minutes to go home and put stuff in the box that tell something about themselves. In the front of the picture you can see different people with a box and on the other side of the picture you see what is in the boxes.

The teachers show some pictures of the exhibition “Mixtus”. “ When we look at the different boxes, we see some kind of a cultural mix. Can somebody tell me what this could mean?” “ Is there a mix inside your box?” “ So can anybody tell me what diversity means? Is it positive or negative?”

“ There’s a cultural mix because we work together as countries, we use each other’s products, marks, we immigrate, …”

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15’

5’

The middle part :

1. The class is divided in 4 groups. A teacher ask the pupils the questions and they must answer it with yes or no.

2. Video about diversity

Reflection :

1. “ Me in the future”

Teacher shows a

picture of a hungry child. “ Do you think we need to help people who are hungry, and don’t have a house, …? ” “ We can conclude that we, as people on this planet, need to work together, so everybody can be equal and happy.”

Every teacher is

responsible for one table.

The teacher give some facts and sentences.

A teacher shows to pupils a video about diversity.

“ What are the differences and similarities with the other pupils?”

The pupils answer the right

answer to a question.

The pupils watch the video about diversity. They write down what they think is important.

The pupils get a sheet of

paper. The pupils draw themselves in the future.

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Sentences for the game :

IS DIVERSITY PRESENT IN OUR LIFES?

SHOULD WE ONLY BE FRIENDS WITH PEOPLE WHO

ARE BORN IN THE SAME COUNTRY AS WE HAVE?

CAN WE LEARN NEW THINGS FROM PEOPLE WHO ARE

FROM ANOTHER COUNTRY THAN OURS?

SHOULD WE JUST EAT THE TRADITIONAL FOOD FROM

OUR COUNTRY?

SHOULD WE JUDGE PEOPLE FROM OTHER COUNTRIES

BEFORE WE LEARN ABOUT THEIR CULTURE?

DO YOU WATCH MOVIES FROM DIFFERENT

COUNTRIES THAN YOURS?

DO YOU WEAR CLOTHES MADE IN OTHER

COUNTRIES?

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http://www.mixtus.info/Mixtus/home.html

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http://www.youtube.com/watch?v=PSt_op3fQck

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2013

Diversity in Classroom

St. Niklaasinstituut Anderlecht

Zeynep Irmak Nina Heimann

Christina Neubauer

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THEME OF THE LESSON: Diversity in the classroom ATTAINMENT TARGET OF THE LESSON: can collaborate with others, regardless of their social background, gender or ethnic origin

Time in

minutes

Content of the

lesson

Teacher activities Pupils activities

7 Introduce

ourselves

Power point

presentation about

our country in detail

we want to give

examples of our culture and tradition

Teacher-pupils-

conversation

Pupils have a guess,

from which country we are comming

10 Activity Pre task: we

introduce the way of

different greetings in front of the pupils

Greeting in different

ways with handshakes - active

– Dutch

– Austrian

– Turkish

– Eskimo – French

– a good friend

– Queen

– For example: Stop –

now we are greeting

like French people

Music: Laser Dance

during the task

Group work (in pairs)

They have to stand up, go around and

afterwards they hear,

music stops – they

have to greet the pupil next to him/her in that

way we told them

5

Describing the

word diversity

What is diversity?

Explanation written

in Dutch and spoken in English

Pupil see a Powerpoint

with the explanation in Dutch

10 Game to explain

the word diversity

Teacher is the leader

of the game:

Now please, go in

groups with the

same or similar color of your t-shirt

Get in contact with

each other:

Separate at the

color of the t-

shirt (only look) Separate at the

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color of the eyes

(eye contact)

Separate of the

date of your

birthday (get in contact with

each other)

10 Game: “mirror” Teacher explains the

task in English

Teacher has to

separate them in

group A and B. Then

the pupils have to find a comfortable

partner, with whom

they want to practice

the game.

Group A is the

person who is

dancing in front of a mirror.

Group B has to copy

group A, as good as

it is possible.

When music stops, they have to change

the possition

Pupil read the task in

Dutch

Pupil try to copy as

well as they can in

dancing

During this music is playing.

This task should show

the children, that they should observe more

each other, to

understand their

culture, tradition, the way how they move.

3 Conclusion Be aware of the

different, beautiful cultures of your

class. Try to

understand them as

well as possible.

We can play games,

use drama to

understand our

opposite / there are many ways to make

communication/ to

look on your clothes,

your color of shoes and than if you have

contact YOU can

make communication

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possible!

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Oostenrijk Austria

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Nederland The Netherlands

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Uitleg ‘diversiteit’ Explanation ‘diversity’

Verscheidenheid; verschillen; variatie

Culturele diversiteit betekent dat er veel verschillende culturen in een bepaalde regio, school of in de wereld in zijn geheel zijn. Je kunt bepalen of er sprake is van culturele diversiteit, als er in de omgeving veel mensen zijn met verschillende etnisch-culturele achtergronden.

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‘Spiegel’ - spel ‘Mirror’ - game

Jullie worden eerst verdeeld in twee

groepen: A (groep) of B (groep)

Als je een ‘A’ bent, mag je zelf iemand

kiezen uit de ‘B’ (groep)

Jullie gaan in tweetallen tegenover elkaar

staan

‘A’ doet iets voor, ‘B’ doet het na (is de

spiegel)

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Conclusie Conclusion

We hebben verschillende manieren om

communicatie tot stand te brengen (zoals we net

hebben gedaan): door elkaar op verschillende

manieren te begroeten, door te kijken naar de

kleren, oogcontact te maken, door met elkaar te

praten en door naar elkaar te kijken.

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IP

DIVUS

1

S.1 SUSTAINABLE LESSON

SUSTAINABLE LESSON WATER

STUDENTS:

EVELIEN HELLINCKX - BELGIUM

ANNA HUESA MARTIN – SPAIN –CATALONIA

MIHAELA LUPU - ROMANIA

ANDREA SEVELJ - CROATIA

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IP

DIVUS

2

S.1 SUSTAINABLE LESSON

THEME OF THE LESSON: Natural resources - Water

ATTAINMENT TARGET OF THE LESSON: 1.24 - 1.26

Time

Content of the lesson Teacher activities Pupils activities

10’

10’

25’

Introduction –introducing to each other.

Give worksheet to the children.

Lesson: “Water” – 2’29”

Video about Water

http://www.youtube.com/watch?v=6Kd8jEnkrDM

Group work – each group has a name according

to the topic. They chose name by taking it out

from bag. “Spelling game”

Introduce ourselves.

Explaining the worksheet.

Ask them questions about

what they answered in the worksheet.

Introduce pupils to today

lesson: Water.

Do you like this video?

Was it interesting to you? What do you know about

water?

Where do we use water?

Making groups of 5 pupils.

They will count till 5,

everyone who is number 1 is in one group.

Explain the rules of this

Introduce themselves.

They need to complete the

worksheet.

Individual work. Reading sentences, filling the gaps,

unknown words.

Watch video and answer the

questions.

They need to gather in

groups.

Each member of group

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IP

DIVUS

3

S.1 SUSTAINABLE LESSON

5’

“Matching images and words”

Each child get water drop to write something

meaningful for Water.

game – each member of the

group need to spell one

word. Correct answer gets

one point.

Explaining rules. They need to match images with

words. Work in groups.

needs to spell one word.

They choose word by

random selection from a

hat.

Work in groups.

Writing the message.

Putting the messages on

board and talking about the meaning of these messages.

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IP

DIVUS

4

S.1 SUSTAINABLE LESSON

Lesson 1. WHAT DO WE KNOW ABOUT W_ _ _ _?

TODAY:

- We will OBSERVE!

- We will LISTEN!

- We will PLAY A COMPETITION!

- We will ASK!

- We will ANSWER!

TASK 1. READ!

Do you know the missing word from the text?

It is liquid, it has no color, it has no smell, it has no flavor…

And everyday each person and animal need W _ _ _ _.

Also is present in nature.

You find W _ _ _ _ in a L _ _ _

you find W _ _ _ _ in a O_ _ _ _

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IP

DIVUS

5

S.1 SUSTAINABLE LESSON

you find W _ _ _ _ in a S _ _

you find W _ _ _ _ in a W_ _ _ _ F _ _ _

you find W _ _ _ _ in a R_ _ _ _

TASK 2. WHAT A WONDERFUL WORLD!

Let’s watch a video:

Now, tell me:

Do you know what we are going to work?

MAKING TEAMS: You need to belong to a Team. Count 1 to 5 if you are number

1 you belong to team number 1, and number 2 belong to team number 2… and so

on till number 5.

NOW, IT IS TIME TO PLAY:

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IP

DIVUS

6

S.1 SUSTAINABLE LESSON

TASK 3. SPELLING!

We will say some words in relation with water and each student of the team

need to spell the word. You will take out your word of the cap.

TASK 4. MATCHING ACTIONS AND PICTURES!

Work in pairs!

Here you have some daily activities which consume water.

Write the name of the activity under every picture.

Use the dictionary if you need it!

NOW THINK !!

- WATERING THE GARDEN, PLANTS AND FLOWERS -

- WASHING HANDS - TAKING A SHOWER - DRINKING –

- DOING THE LAUNDRY –PLAYING -

- WASHING THE CAR - WASHING THE DISHES–

- GOING TO THE TOILET – COOKING -

- BRUSHING YOUR TEETH - TAKING A BATH –

- THE DISHWASHER –

- SHAVING - CLEANING THE FLOOR -

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S.1 SUSTAINABLE LESSON

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S.1 SUSTAINABLE LESSON

TASK 5. Write your message in the DROPS about save and don’t pollution

WATER!!

TODAY:

Now you know how important is water in our life. All the animals,

plants and all the people need water to live. Please save water at

home in your everyday life and don’t polluted.

Ik wil je niet

verliezen water,

dus daarom

respecteer ik u.

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S.1 SUSTAINABLE LESSON

MATERIALS

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S.1 SUSTAINABLE LESSON

TEAM NAME

OCEAN

SCORE _________ _________ _________ TOTAL________

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S.1 SUSTAINABLE LESSON

TEAM NAME

SEA

SCORE _________ _________ _________ TOTAL________

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S.1 SUSTAINABLE LESSON

TEAM NAME

LAKE

SCORE _________ _________ _________ TOTAL________

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S.1 SUSTAINABLE LESSON

TEAM NAME

RIVER

SCORE _________ _________ _________ TOTAL________

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S.1 SUSTAINABLE LESSON

TEAM NAME

WATER FALL

SCORE _________ _________ _________ TOTAL________

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S.1 SUSTAINABLE LESSON

TEAMS:

OCEAN

RIVER

SEA

WATERFALL

LAKE

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S.1 SUSTAINABLE LESSON

Task SPELLING:

WATER

DRINK

WASH

SWIMM

SHOWER

SNOW

RAIN

DROP

POLLUTION

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S.1 SUSTAINABLE LESSON

RUBBISH

COOK

FISH

BATH

CLEAN

WASTE

BOTTLE

FOUNTAIN

TOILET

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S.1 SUSTAINABLE LESSON

PLANT

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S.1 SUSTAINABLE LESSON

Page 126: Intensive Programme DIVUS e-Book

Katarina Za rinkijević, Joan J. Martínez Valero, Claudiu Pulpa-Petrovici and Ellen Mels

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Contents

1. Lesson Plan .................................................................................................................................3

2. Materials for pupils .....................................................................................................................4

2.1 Empty food triangle .............................................................................................................5

2.2 Discussion about the triangle exercise .................................................................................6

2.3 Information about the food triangle ..........................................................................................7

2.4 Pop quiz questions...............................................................................................................9

2.5 PowerPoint ........................................................................................................................ 10

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1. Lesson Plan

THEME OF THE LESSON: HEALTHY DIET AND EXERCISE, A GOOD RELATIONSHIP

ATTAINMENT TARGET OF THE LESSON: RASING AWARENESS ABOUT HEALTH

Time Content of the lesson Teacher activities Pupils activities

5m Introduction The teachers introduce themselves. Pupils listen to the teachers and also

introduce themselves.

10m

Movement

Teachers do physical exercises to

show how important they are to

have a healthy life.

Pupils take part.

15m Food Triangle Exercise

Teachers present empty food

triangles for the students to fill and

then compare them to the real ones.

Pupils make a food triangle model

and compare it to the Belgian one.

10m Discussion about Triangle Exercise

Teachers make pupils understand

the Belgian model and the

importance of a healthy diet and

exercise.

Pupils listen and are allowed to ask

questions.

10m Pop-quiz Review everything with a quiz.

Teachers will ask questions orally

and will wait for a “yes” or a “no”.

Also they will explain the answers.

Pupils answer with a red or green

card.

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2. Materials for pupils

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2.1 Empty food triangle

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2.3 Information about the food triangle

The active food triangle gives an idea of what you should eat to have enough nutrients daily.

In addition, the active food triangle also makes clear how much a day you should exercise.

All types of food in itself provides a number of nutrients. A single food never supplies all the

required nutrients. In the active food triangle you find 7 groups that each play their part in a

healthy lifestyle. The tip of the active food triangle, the rest group, is a bonus. Both balanced eating and sufficient daily exercise is essential for health.

What's in each group?

EXERCISE

Exercise is ,next to a proper diet, very important for a good health. For a good health adults

should exercise at least 30 minutes a day. This should be spread over the day, for example,

two times 15 minutes. For children and young people is the recommendation that they

exercise at least 60 minutes a day. Choose activities that fit into your daily activities such as

cycling, swimming, dancing, … . Choose activities you can fit easily in everyday life and that promote your health.

WATER

Water is an indispensable part of our body. Water is an essential ingredient of a healthy diet.

Adults need about 1,5 litres of water a day. In hot weather and to people who play sports or

heavy physical work and lose more fluid through sweating, it is recommended to drink more,

best water. Limit the intake of caffeine. Drinks that are in the water group are water, coffee,

tea and broth (bouillon). Other beverages, such as milk and fruit juice, also supply water, but

also contain other nutrients. Therefore they belong in other groups.

CEREAL PRODUCTS AND POTATOES

Cereal products and potatoes provide multiple carbohydrates, fibers, vitamins and minerals.

They form your basic nutrients. That means that grain products and potatoes are an

important part of every meal. This group includes potatoes and all kinds of grain products such as bread, biscuits, cereals, rice and pasta..

How many grain products and potatoes a day you need depends on how active you are.

Someone that does heavy physical work, uses more energy than someone who is sitting the

whole day. The recommendation therefore varies from 5 to 12 slices of bread (from 175 to 420 grams) and from 3 to 5 potatoes (210 to 350 grams).

VEGETABLES

Vegetables provide fibers, vitamins, minerals and carbohydrates. Because not all vegetables

contain the same vitamins and minerals is very important to eat a variety of vegetables.

You never eat too much vegetables. In total you should be eating 300 g of vegetables per

day. This quantity can be reached by both prepared vegetables as raw vegetables to eat,

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spread over the meals. A hot meal must contain vegetables: at least 200 grams after

preparation or 250 grams raw weight. Also the snacks or breakfast can best use some veggies.

FRUIT

Just like vegetables, fruit supplies fibers, vitamins, minerals and carbohydrates. Fruits and

vegetables are distinguished from each other by the presence of different types and

amounts of vitamins and minerals. Therefore you must eat fruit en vegetables daily. You can

eat fruit at breakfast, as a snack and it can be eaten for dessert. You should eat 2 to 3 pieces per day.

MILK PRODUCTS

Milk products are an important source of calcium, protein and vitamins. Calcium is an

essential nutrient that contributes to building and maintaining strong bones.

You should drink 3 to 4 glasses of milk (450-600 ml) and eat 1 to 2 slices cheese (20-40 grams)

per day. Those are sufficient to meet our calcium needs.

Milk products: we mean besides milk derivative products such as yogurt, also all types of cheese (cream cheese, cottage cheese, ...) and buttermilk (karnemelk).

Meat, fish, eggs

Meat, fish, eggs and replacement products are a source of protein, vitamins and minerals.

Alternative products of meat, fish and eggs include soy products and nuts. To fully replace

meat in a vegetarian nutrition, it is necessary to supplement with cereals or milk products.

100 grams of meat or meat products is sufficient per day. Fish, eggs and soy products are

covered by the same 100 grams. It’s best if you put one to two times a week fish on the menu.

BUTTER, OIL

Butter and oil delivers energy in the first place. This group containes: minarines, margarines,

butter, balade light butter, baking and cooking fat and oils. You best choose oil and

margarine which helps prevent heart diseases. A touch of grease on the sandwich and 1 tablespoon of fat per person for the hot meal is sufficient.

REST GROUP

The tip of the food triangle contains the rest group, a separate "floating" section in which you

can place all the foods that are not necessary, strictly speaking in a balanced diet. You'll find

sweets, alcoholic and sugary drinks, fatty sauces, .... They provide typically a lot of energy in

the form of fats and sugar. Foods from this group fit into a healthy diet if they are consumed in

small quantities.

Source: http://www.gezondheid.be/index.cfm?fuseaction=art&art_id=550

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2.4 Pop quiz questions

1. Is 1 liter of water enough for a day? No, we need at least 1,5 liters a day.

2. Is chocolate good for your health? No, it contains plenty of fat, sugar and calories.

3. Is 3 hours of sports a week enough? Yes, for a child or a teenager.

4. Is smoking good for your health? Absolutely not, it is very dangerous for your lungs and

blood.

5. Do you need to sleep more than 7 hours every night? Yes, of course. For a teenager

like you the minimum is 9 hours, because you are growing and you need a lot of rest.

6. Is it good for your health to eat 10 apples a day? No, because although an apple is

very healthy, your diet has to be balanced.

7. Is white bread healthier than brown bread? No, because brown bread has more fiber

and vitamins.

8. Is milk good for your bones and growth? Yes, because it has a lot of calcium. In fact,

milk is the most complete food in the world.

9. Is boiled food better than fried food? Yes, because fried food has a lot of fat (from the

oil).

10. Is soda juice healthier than water? No, because they are made of sugar and the

water is not enough.

11. Do you think it is hard to eat healthy?

Our last question, today, is a bit different.

12. Do you think you can live healthier from now on? …

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2.5 PowerPoint

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