# “Let’s create Mrs Lent”

Date: 14th of March

Author: Eleni Katsiavou

Students’ age: 4-6

Duration: 2 hours

Materials:

• Paper
• Pencils
• Crayons
• Watercolours
• Salt
• Water
• Flour
• Camera/ Mobile phone

Online Tools:

• Cisco Webex Meetings

Aim:

To get to know a traditional custom and at the same time  to cultivate their mathematical skills

Description of the activity:

“Mrs Lent” is an old Greek Tradition. It was actually a kind of calendar with which they calculated the time until Easter. Women used to make a lady with dough the last Sunday of Greek Carnival. That lady had 7 legs that represented the 7 weeks of fasting before Easter. She had no mouth because she has been fasting all this time and her hands were crossed because she is praying. They also put a cross on her head. Each Saturday they had to cut one leg, so when they cut the last one they knew that the next day was Easter. So, we tried to connect this tradition with STEM in a creative way for our students.

Step 1: Let’s measure the ingredients

Students are asked to measure the ingredients for the dough (1 cup of salt-1 cup of water and 3 cups of flour). Then, they mix the ingredients and make the dough.

Step 2: Let’s create Mrs Lent

We show the students pictures of “Mrs Lent” using Google Slides and ask them to make their own. Kids create their own “Mrs Lent” the way each one likes, but they must not forget her 7 legs, so kids have to count so as to make it right. When they finish they put it in the oven for 40 minutes to dry. At this part of activity we asked their parents’ help so as to help the kids with the oven.

Step 3: Let’s draw  Mrs Lent

While the dough is in the oven we ask the students to draw “Mrs Lent”and write numbers from 1-7 under each of her legs. This way they practice number writing.

Step 4: Let’s paint  Mrs Lent

The kids are asked to paint their “Mrs Lent” if they want and then to take a picture of it and upload it on the padlet we have created for their creations. They have a mission. To cut one leg every week and calculate how many weeks are left until Easter. This helps them get aquainted with subtraction.

Outcomes:

Te kids really enjoyed that activity. It reminded them of the experiential activities we carry out n our classroom. They cultivated Maths skills in a playful way even though carried out online.

# Math Treasure Hunt

The beginning

Why is math almost always considered to be boring? And what can we do to change it?

This were the questions that inspired me to start a new project with my students that included treasure hunt and math. Think about it. They were practicing math, working in teams, solving all problems I have prepared for them. All of that, without even knowing they are actually learning new things.

But my big question was can we do this on international level?

With my colleagues from school we started project ‘From game to stem’,  in which the students of our school (Gimnazija Zajecar), together with students from schools from Turkey, Spain, Bulgaria and Poland, will show that science is interesting and that even better results are achieved through games. The goal of the project is to animate students to engage not just in math but in STEM general. Also, they worked together on different projects and ideas.

My role was to find the best way to introduce math to children and show them that it can be fun is to have fun as they learn. And this is where our treasure hunt started.

To find put more about project you can check our website. We are still at start, and pandemic has slowed us down, but we are not backing out.

How did we do this?

The first step was to create international teams so that there would be one student from each country in the team. Before the start of the competition, each team held a video meeting, where they met, discussed the project and chose the team leaders. The role of the team leader is to coordinate with their team, organize meetings to solve tasks and communicate with the competition organizer. What I wanted to do with this part was to set up communication between them, as this skill is on most of the 4C skills lists. It was funny to see how teams chosen different types of tools for communication such as Google Meet. Zoom, Discord. Facebook messenger.

After that, all teams were given First level problems. These were logical tasks, of a lower level of difficulty. Each team organized a meeting where they solved tasks together. When they agree on a solution, they send the solutions to me. If all the solutions are correct, they would get a Second level problems. If not all solutions are correct, the team would receive feedback what they need to revise in their solutions. And that’s how we are establishing collaboration and on international level no less.

The competition had 4 levels. In the last level, the students had the opposite task. Instead of giving them problem I gave them solutions and it was up to them to devise a task. This was a great way for them to express creativity and critical thinking at same time.

The team that solve the tasks first at all levels won an award. The prize will be delivered as soon as we can travel again. The teams needed different time to solve the tasks. An indicator of how interesting it is for the students that all the teams were trying to reach the end, even though they knew that they can’t win.

What did I learn from this?

This way of learning mathematics is showing that it is very interesting for students and that they find it easier to accept learning if it is presenting to them in an interesting way. Since the teams were international, the exchange of different ideas and approaches to problems is especially good. Students shared their ideas and approaches as well as accepted others.

Al results have been prepared in a special eBook which can be found here.

# SUSTAINABLE WORLD: WATER

This activity is a part of Etwinning Project STEAM for 5PS in partnership with 5 Scientix Ambassador Teachers from Turkey, Greece, and Portugal. This learning scenario is applied as an international online meeting, and worked in transnational teams (We used Zoom Break Out Rooms for student discussion groups but Microsoft Teams or other tools can be used as well). This learning scenario can also be applied as a single classroom activity.

Teachers: Zeynep Kalıncı, Marina Molla, Manuela Ortigão, Özge Taştan , Sevda Baydar

Student Age : 10-13

Time: 20 ‘+30’+30’+40’min

# Online debate lesson?! But how?

Author: Ferhat Ayranci

Debate is a very important and efficient tool to develop scientific understanding and to gain scientific knowledge. The clash between ideas has the potential to provide new points of views to the debaters and to the audience.

Our middle schoolers are very much familiar with the discussion and expressing themselves in scientific argumentation. On the other hand, a debate setup is a new concept for them. Moreover, performing an online debate session was a big challenge for all of us.

As an MYP-1 (Grade-6) science class tradition, students learnt how to debate and they performed their first debates in April as a part of Earth science unit. The main debate topic was global climate change or global warming and this year there was a bit of an adjustment in the topic due to Covid-19 situation.

## For the sake of global climate…

“Some of the factories should remain closed even after the pandemic issue is solved.”

# Teacher’s Digital Challenge

Author: Dhurata Myrtollari

Every teacher makes constant efforts to teach his or her students. Ongoing training helps here a lot. In this unexpected situation, we were all challenged to develop a good strategy for teaching from home.

As the ambassador to Scientix and eTwinning, I was familiar with using a variety of online tools. With my students were already using a school platform like Edmodo and TwinSpace, the project space in eTwinning. In the first week, the transition from a school classroom to online learning brought a little difficulty in updating online accounts and encouraging students to engage.

We were at the end of April and we had developed various activities with students in acquiring knowledge through the Internet. The numerous pieces of training received from the Scientix network have had a very positive impact, made it easier for us to find the right paths to ensure a great engagement of students and the improvement of their digital competence.

We have developed the training using the Edmodo platform, created questionnaires using Google Forms, updated online calendars, drafted regulation for online learning, etc.