Name
We are all citizens of the world
Topic
Languages, cultures, traditions, history
Learning time
14 hours
Designed time
12 hours
Size of class
25
Description
The class is made up of students - aged 14/15 - from different regions in Italy or from different countries. The learners will be involved in activities to discuss about their and their families’ origins and share traditions and the basics of their languages (in case of foreign students) and dialects (in case of Italian students). This will help them understand they all belong to different regions in the world, with different traditions and languages but, as human beings, they are all alike. They will also reflect on the richness of the learning environment they are in and how much it has to offer. The class will also join European partners from an eTwinning project about the promotion of the cultural heritage of the area they live in. This will allow them to appreciate it but to make comparisons as well as they will be asked to investigate similar aspects in their foreign mates’ countries. A CLIL module about pre-history with a connected visit to a museum will also be implemented and the use of English will allow all students to be on the same level as they will all be learning a foreign language. The subjects covered will be: history, geography, citizenship and English.
Aims
Students will develop 21st century skills such as collaboration, working in teams, problem solving, , communication, mediation and critical thinking skills, and boost their creativity and divergent thinking, but most of all they will learn to accept diversity and be empathetic. Moreover they will gain skill in investigating and making comparisons.
Outcomes
Knowledge, Affective learning outcomes, Analysis, Synthesis, Application, Evaluation
Editor
MariellaBrunazzi
Edit
Warm-up
60 minutes)
  • Collaborate
    15
    25
    0
    The teacher suggests to the class that it's important to get to know each other better to create a positive learning environment and work better and invites the students to walk freely in the classroom and introduce themselves to their classmates in their own language or dialect. They also have to add markers for themselves and their parents to the zeemap created for the class.
  • Discuss
    45
    25
    0
    The map is shown and the students are asked to write what they think about it in a padlet or to upload an image that reflects their feelings. The posts are read and discussed, the activities they will take part in and the learning outcomes are presented.
Notes:
Resources linked: 0
Getting to know each other
120 minutes)
  • Collaborate
    10
    25
    0
    The students are divided into 5 groups of 5 pupils each. Each member has a specific role.
  • Produce
    50
    25
    0
    In the ICT lab the groups prepare a digital poster using Venngage.com to explain each member's and their families' origins, some of their traditions and some basic expressions in their dialect or mother tongue.
  • Discuss
    30
    25
    0
    The posters are presented to the class, the students are solicited to comment on them and share their thoughts.
  • Produce
    30
    25
    0
    The class is then asked to fill in a table to point out similarities and differences.
Notes:
Resources linked: 0
Our classroom: our richer learning environment
120 minutes)
  • Produce
    60
    25
    0
    The groups post their posters, add their comments from the previous lesson and the table about similarities and differences on a padlet and embed it in the Twinspace of the eTwinning project "Our awesome cities" to introduce the class and their rich learning environment.
  • Collaborate
    60
    25
    0
    Different groups are made to get the students used to work with everyone in the class. As an activity for the eTwinning project they have to make a video of the city to promote it abroad. This is an opportunity for the foreign students to know it together with their mates. The videos planned and created by the groups will include all the languages and dialects of the class with subtitles in English. The work done in the groups is both self-assessed and peer-assessed.
Notes:
A description of the eTwinning project "Our awesome cities": The project “Our awesome cities!” suggests a journey through the partners’ cities and visits to their museums to uncover and discover the local cultural heritage, link it to related cultural sites in the region, and promote it across Europe. The learning path moves from inside the school to the outside community creating a significant link and collaboration between them to provide formal and non-formal education, and significantly impact on the students’ growth. The educational activities are based on methodological approaches that promote active learning, the development of the students’ sense of responsibility, and entrepreneurship. In particular, the practice of learning in a museum is fostered and accompanied by a set of preparatory activities to get the best from the museum experience, and by a set of during the visit and post-visit tasks to capitalize on it. The envisaged final products made by international groups of students in collaboration with each city tourist information office and museum, include a commercial, an e-tourist guide, and a virtual art gallery to promote the cities’ beauties and heritage.
Resources linked: 0
Diving into pre-history - Learning in a museum
360 minutes)
  • Investigate
    120
    25
    0
    As part of the history programme the students study pre-history and they are invited to visit the local museum to show their eTwinning partners the local testimony to that age. This is part of a CLIL module in English about the topic. The use of the English language places all the students at the same level, all learners of a foreign language. The module includes a guided tour in English of the pre-history section with a set of activities which includes taking pictures, drawing, making short videos, taking notes, collecting brochures.
  • Produce
    60
    25
    0
    After the visit the students start making an ebook collaboratively writing pages in madmagz.com. They are asked to use all the materials collected and add comments.
  • Practice
    120
    25
    0
    A visit to an archeological site (Valcamonica) not far from the city is planned and there the students have the opprotunity to be involved in practical activities - learning by doing - to create objects as they were made in pre-historic times. Everything is documented and included in the ebook.
  • Collaborate
    60
    25
    0
    In the end the students in groups look for similar sites in their area of origin and share their findings adding articles about them to the ebook. The ebook is peer-assessed. Group work is self-assessed.
Notes:
The ebook is one the products of the eTwinning project and is uploaded onto the Twinspace.
Resources linked: 0
A bonding experience
60 minutes)
  • Discuss
    60
    25
    0
    Parents are invited to discuss the learning path made by their children and a multi-ethnic buffet is prepared to share culinary traditions and get to know each other better.
Notes:
Resources linked: 0

Learning Experience

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