TOGETHER FOR THE PLANET

Together for the planet

TOGETHER FOR THE PLANET IT IS MADE UP OF SIX INSIGHTS: 1 WATER 2. GOOD AIR 3. ANIMAL FRIENDS 4. TREES, LEAVES AND FLOWERS 5. CREATIVE RECYCLING 6. CLEAN ENERGY. ALL THE INSIGHTS ARE PRESENTED WITH AN INCLUSIVE, LABORATORY, ARGUMENTATIVE METHODOLOGY. ALL THE INSIGHTS ARE STRUCTURED AS A LEARNING UNIT (UDA) AND DESIGNED IN TERMS OF OBJECTIVES, CONTENTS, METHODS, TOOLS, PRODUCT AND RESULT EVIDENCE, IN ITINERE VERIFICATIONS AND FINAL EVALUATIONS (TRAINING AND SUMMARY BY CRITERIA).

To change the world just open a notebook!


“TOGETHER FOR THE PLANET”, transversal and multidisciplinary activities conducted by the team of teachers of the IC RENDE COMMENDA – PRIMARY SCHOOL STANCATI – RENDE – TEAM CLASSES IIF AND IIH

GIULIA FALCONE ROSSELLA FERRARI ANNALISA SASSONE ROBERTA ALESSIO.

STEAM

The transversal subjects are: technology, art, science, Italian, geography, civic education. Scientific method: brainstorming, hypothesis, argumentation, comparison, synthesis, guided exposure. Logic, geography, science, art, music, technology.

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When

The transversal and multidisciplinary path was designed with an annual deadline.

Materials

Creative and diversified works that allowed the students to use techniques, materials, strategies and methodologies. Materials used: paper and cardboard, plastic, rubber, cork, wood, leaves, shells, natural elements.

Motivation

The students were engaged through an inclusive and stimulating methodology.

The lessons  took place in three ways:

in the classroom,

in DaD (that is a virtual laboratory class),

in Did (that is in the classroom while connected with students following lessons at home).

The methodological modality: laboratory, composition of creative works built with natural or recovery / recycling material, of listening, reading and guided and collective understanding of the many texts reworked by the team.

The use of technology and the technical / scientific apparatus have created an innovative setting and guaranteed the achieving of STEAM goals. It tried out the scientific method of making hypotheses, deriving predictions and carrying out empirical observations.

The pedagogical value

Cooperative learning and inclusion had a stimulating and motivating pedagogical effect. All the children were highly interested and constantly involved in the activities. The results of learning units (UdA) showed the achievement of autonomy and competences, the development of new resources, scientific /operational reformulations, arguments,graphic  elaborations  and expressive, artistic elaborations. The products realized: drawings, maps and diagrams, written summaries and contextualized exhibitions, storytelling, arguments, origami, graphic representations, posters, dioramas, artifacts, experiments and tests, manual jobs, invention of alternative and futuristic settings.

Why others should reply

The path presented is a good teaching practice: the results and evidence show that the pupils have participated and developed active knowledge that can be replicated through the appropriate presentation of the learning unit.

The planning of activities is carried out by the team in a preventive manner with respect to delivery. The Gant table is used; the structuring is by LEARNING UNIT (UDA).

OUR PARTNERS 

University of Calabria Researchers' night

LIBRIAMOCI: MINISTERO DELLA PUBBLICA ISTRUZIONE
SCUOLA.NET: LE NOSTRE PAROLE PER IL PIANETA
SCUOLA.NET: INSIEME PER GLI OCEANI
GIORNATA INTERNAZIONALE DELLA TERRA
GIORNATA MONDIALE DEL LIBRO

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Activities

All visuals belong to the Author – Attribution CC-BY

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About gfalcone

Curricular teacher in primary school for 26 years, passionate about teaching and, in general, methodology, graduated in piano and music teaching, DAMS graduate with thesis in Methodology of Music Education, thesis on Rhythm selected with Dignity of the Press. Motivated to work intensely with groups of children, I focus a lot on the relationship and respect for every personal need, trying to include in order to achieve a competence that first of all makes balance and forms autonomy. I am a main teacher and, from this year I have been dealing with the linguistic area within the first two classes. Curious in learning and discovering, in search of educational and training experiences that can create creative ideas and safe landing places from time to time, committed to experimenting with paths and languages. Gratified by the commitment of the students, winner of many national events (writing awards, creativity, social-reading, innovative languages, music at school), I am the author for La Vita Scolastica. A teacher present, a determined and stubborn Calabrian with her eyes open to the world.

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