Download - Grandma's games

Transcript

Project Coordinator: Vlora Ademi Author: Marina Vasileva IT Coordinator: Dobri Jovevski

GRANDMA’S GAMES

MANUAL

Grandma’s games 1

Introduction

Dear Teachers,

The aim of this manual is to present you the grandma’s games with computer animations that

children from 5 to 15 years old can play in the schoolyard, classrooms, parks, and at any other

play field, all with an aim to realize the learning and teaching aims.

The effects of playing the traditional grandma’s games are multiple in child development,

achieving the curriculum objectives, development of children thought processes, physical

development, motivation development for learning, teaching performance, creative and

innovative teaching and learning.

The role of "Grandma’s games" in carrying out the teaching, the role of computer in "playing

and teaching", and that of communication: student-student, teacher-student, parent-student,

teacher-teacher, is described here in within each single game.

Application of Microsoft tools and technology is the link, the link between past and future, the

authors of the project and interested teachers for professional development dynamics, in

traditional and modern environment in teaching.

The essence of grandma’s games cannot be felt through reading, observing and listening the

video and audio recordings. Instead, it took away all who can play and apply in teaching

therefore we as authors strongly recommend it.

This manual was developed by teachers from the schools “Sv. Kiril and Metodij Centar”, Skopje,

"Ilinden" village Konopnica, Kriva Palanka, “Zivko Brajkovski” Butel, Skopje, "Koco Racin" village

Ivanjevci, Bitola.

A great acknowledgment to the teachers who contributed to the overall success of the project:

Vesela Bogdanovic, Zaneta Shumkoska , Bojana Bachoska, Fatime Alli, Zivka Stoilkovska,

Jasminka Stankovska. A great appreciation to the teachers who contributed to the manual

translation: Maja Butleska, Sanja Jovanovska and Daniel Spasovski.

Grandma’s games 2

Key

21

st C

entu

ry S

kills

• Development and enforcement of 21st century skills throughout all project cycles

• Collaboration: peer learning and teaching, reflection, in-outside classroom/school boundaries, collaboration and skilled communication

• Knowledge building: Student mentorship, shared responsibilities, pedagogic and cross-curriculum approach, peer assessment

• Innovation and Creativity: generate/develop new ideas, problem-solving, research, innovative use of ICT for learning

• Critical thinking

Project Brief Description

This project is a cultural journey of traditional

symbols and authentic values with new

teaching methods which develops a unique

approach of the lifelong learning. The overall

aim of the project is to recognize the meaning

of a game as a great transfer knowledge tool

and a form of personal development cycle of

our kids. The difference we brought was that

we use IT devices as a tool for learning while

grandma’s games as a working method.

Grandmas’ games and their stories are a major

source of our tradition, but unfortunately

nowadays we give them no meaning. Through

this project, we not only give them a meaning

but use and disseminate this knowledge and of

course the technology is a key facilitator to this.

We also believe this project to highlight the

benefits of technology but in a different way

where students not only learn but found the

learning enthusiastic. The project brought “I can

do that”- a spirit of the liveliness in all schools.

The grandma’s games are holistic approach while working with the K9 students at at all ages, all of this in correlation with the curricula. The project introduced new ways of learning which focused on “learning by doing” and all participants of the project were driven by the motto “Let’s play games, let’s be friends, let’s learn together!”

Grandma’s games 3

C O N T E N T

Grandmother floss and fingers of children do magic triangles with

different angles, geometric shapes and parallel lines.

We throw precisely and we compete with a computer, with Zavor and Kinect we can

convert meters into centimeters, watch it yourself, who is the smartest.

Touch me, Bzzz developing senses, do

you know who touched you?

The steel will help you, learn and play, throw precisely and learn the

measurement units

Painting pebbles and writing numbers, sum with ease with

grandma’s five stones.

Mosque, church buildings are old, while stacking rocks castles can be

built.

We jump and hop and have fun, janinooooo, janinooooo

The matchbox spin with various numbers, if we do sum, you can too.

Measuring the perimeter and area are easy with Hop Scotch. Play it, the formulas will

remain in your memories

Hide and seek we do play, we form sets of elements, smart children, we develop the

senses, we socialize together.

We Explore, have fun, are happy and learn interesting things ...

Vertical and horizontal lines are not a problem anymore, play Laddy and learn

more.

4 8 12

17

21 27

32 36 41

45 53 49

Grandma’s games 4

LESSON 1: RESEARCH AND SURVEY

Key learning: Interview, creating a research instrument –

Questionnaire

Subject and contents: Native language

Students’ Grade: 5th Grade

Time of realization: Two hours 40 min

ICT: Bing search, Microsoft Office, MSN

Methods and Techniques: Web Quest and Brainstorm

STUDENTS LEARNING OUTCOMES:

- to gain knowledge/skills about the concept and way of implementing the interview by

creating Questionnaire- a research tool;

- to enrich vocabulary through appropriate use of speech in the written text with the

formation of open and closed questions.

STUDENTS ACTIVITIES

1st step INTRODUCTION IN ACTIVITY

The teacher tells the following story to the students: This morning I saw a close friend who has

a son grade 3. He sits all day long on the computer, no way to go outside and play with friends,

and lately he is getting fatter. My friend does not know to tell and teach him any of children's

games, but she heard that in the past grandmothers played a lot in the lawn. Will we try to help

my friend to discover Grandma’s Games? Let’s play, have fun and learn.

2nd step TASKS FOR STUDENTS:

Click on indicated links, read carefully, consider how you will help in discovering the children’s games; Write criteria’s for conducting research; Create a questionnaire in a text document on your computer; Select the best questionnaire.

Grandma’s games 5

RESOURCES FOR STUDENTS:

Search on Bing

Link to word survey

Link to word interview

Link to word game

3rd step PROCESS:

- Students discuss, reflect, analyze and bring a

conclusion on how to help the friend to find (How to guides)

Grandma games (do research and ask their own

grandparents).

- Concept interpretation of key words - teacher serves

students with various types of prepared bent sheets with one

written word at each (interview, game, survey, rules). The

number of sheets with words is same to the number of

students in class.

- Students divide into groups according to the extracted

word (interview, game, survey, rules).

- With Bing browser they check their links according to

the words.

- Mutually agree and choose the leader of the group.

- Students brainstorm in groups - associations of the

word write on a paper and design a mental map (time 5

minutes).

- Leaders of the groups present their mental maps of

words – associations.

- The tacher gives directions to each group on how

students can creatively link the written words by using

computers.

- Students think and discuss, made the conclusion that

they need a prepared instrument - the questionnaire, discuss

how to look and what to include in itself.

- Prepare independently on a computer a tool for

research.

- Students evaluate their own and choose the best

instrument on a grade level.

Curriculum context: Native Language - Students will learn to properly express themselves orally and in writing - use grammatical rules -enrich the vocabulary -use of punctuation marks,

Project outputs: e-products

e-survey – link to survey

Video - Grandmas meeting

21 st

skills acquired:

Research Skills

-define the problem

- setting the research goal

-preparation of the questionnaire

-data collection

Presentation Skills

-analysis of data

-synthesis of data

-evaluation of data

-oral presentation of the video

ICT competencies

-communication through MSN and e-mail

-using advanced features in MS Word

-video publishing in Win Live Movie Maker

Grandma’s games 6

4th step CONCLUSION:

Students made the conclusion that they succeeded to find a way and help the friend of their

teacher. Throughout this, they learned how to conduct a research, alone discovered the key

words, created an instrument to do the research - questionnaire. While working they used the

Microsoft Office Word to write the text documents.

TEACHER’S ACTIVITIES:

The teacher monitors the activities in groups, and directs students to consider how research is conducted in everyday life. What is commonly used to collect basic information about something that we are interested (the questionnaire). How is called the implementation of the questionnaire which is a research survey and that the questionnaire is a set of questions which we ask to respond. Discussion on basic rules when compiling and conduct the survey:

- The questions to be short, clear, not unambiguous and intelligible words - In one question not to have two sub questions -Avoid suggestive questions -Do not have many questions -The questionnaire to have the title, date and the purpose of the survey -After each question to have enough space for responding (responses may shall record the interviewer or respondent) -Schedule the survey on time -Determine time and place -Polite and honest relationship with grateful appreciation -Qualitative and documented survey -Respecting deadlines

Relationship of ICT with the teaching content to implement the objectives:

1. Students search through Bing to find the meaning of the words: survey, interview and

play. See how it looks-survey.

2. Students created a questionnaire using MS Word. See how it looks - - link to survey).

3. Record and arrange the video clips while conducting the survey using Windows Live

Movie Maker. To see how it looks click here)

ICT enabler of:

- Cooperation in the class and school: communication via MSN, e-mail,

- Knowledge acquisition: using MS Word application for writing, editing text, inserting

images, copy, delete, save.

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- Self- evaluation

List for self-evaluation of students

I am proud of my effort because:

I le

arn

ed

fro

m t

he

su

rve

y

abo

ut:

What I ask,

and what I didn’t

ask in the survey:

If I searched again

I would change:

I grate my work

with (from 3 to 5)

because:

Grandma’s games 8

LESSON 2: The GAME ZAVOR

Key learning: measurement units and the game play with Kinect

Subject and contents: Mathematics

Students’ Grade: 5th

Mentor students’ grade: 6th

Time of realization: Two classes of 40 min

ICT: Bing search, Microsoft Office, Ms Paint, MSN, Skype

Methods: Web Quest and Brainstorm

STUDENTS LEARNING OUTCOMES

- to observe the need of implementation of the standard measures with a real problem

situation and practical use of the gained knowledge;

- to make estimation of the size measurements and check by real measuring;

- to create measuring instruments like a ruler, meter for measuring the length with a use

of ICT;

- to determine the measures for length: meter,decimeter and centimeter .

STEP 1 – AN INTRODUCTION TO THE ACTIVITY

A video conference link is established between two grades from different schools. A student is

telling his dream:

- I had a strange dream this morning. Before I fall asleep, last night, my grandma was

telling me a story about her childhood. My eyes had almost closed and suddenly I felt a

heat from a very little computer…I pressed the smallest button and suddenly I was taken

to the ancient Stone age. Imagine this, I could travel through different decades with a

small computer. There were a lot of children around me, laughing and playing a game

called ZAVOR. The game that my grandma was telling me, they were throwing a stone as

near as they can to the drawn line on the ground. And then HOP I am sinking and sinking

and I am no longer with the children I was playing ZAVOR but in front of a huge

Grandma’s games 9

computer and I am throwing balls with a full strength....Then, I

wake up by my mom who was calling me Come on Alexander, it’s

time for school!

- Dear friends, ZAVOR is a game that my grandma told me

and I will tell you how to play. But before that can you please

answer my 2 questions:

1. Tell me how did the children in that time measure the

length? Can we make any measurement instrument?

2. Is there any computer game in which I can jump or play?

STEP 2 - TASKS FOR THE STUDENTS

Tasks for the First group:

1. Click on the indicated links, watch and read carefully.

Think how you can find the answer of the first question.

2. Create instruments for measuring length on MS Paint,

print and stick them on a poster or a cardboard.

Tasks for the Second group:

1. Click on the indicated links watch and read carefully.

Think how you can find the answer of the questions

2. Write down your ideas in Microsoft Word and about the

possibility how to play the game in computer.

STEP 3- RESOURCES FOR THE STUDENTS

- a link for all students- game ZAVOR - 1st group – Search in encyclopedias for the history of the

measuring units - link for the 1st group – Measuring units - link for the 2nd group a game with computer in Kinect - Link for the group 2 a word A GAME + COMPUTER

STEP 4 - THE PROCESS

- students are divided in two groups by lottery of pulled

tasks written on a piece of paper.

The game origin

The game “Zavor” brought over by

grandmother of Teodora Mirchevska,

a 5th

grade class from school of St.

Cyril and Methodius, Skopje.

The needed material

Drawing Pad; chalks or crayon, snow

ball during the winter session, two

parallel segments drew 3- 5 meters.

The Game Rules

Students are divided into two groups

and stand behind drawn parallel lines.

One student is bookmarking the fallen

stones. He measures the distance by

foot from the fallen stones to the line.

The feet are counted, recorded and

counted. The winner is the team that

has the least measured feet. Each

student plays individually by throwing

a stone or snow ball and trying to

throw as closest as possible to the

drawn line. Fallen stones need to be

marked with a chalk and measured

the distance with feet.

The general rule is that no one need to

step foot on the line when throwing.

Then they discuss about the distance

measures they have learned cm, dm,

m. Assess and predict the distance and

then check the length with a

measuring device. They can convert

the lengths from a larger to a smaller

and etc

Grandma’s games 10

- they read the tasks then they watch the video of the link

for the word ZAVOR and then they go out in the school yard to

play. While they play they repeat the measures for length 1 cm,1

dm and 1m

1st Group – they play and discuss, think, analyze and make a

conclusion on how to help and answer the first question to their

friend. They search encyclopedia.

They make a deal to draw a ruler long 1 dm with MS Paint, print

them and form a meter by composing the already drawn rulers

with a length of 10 dm. They draw individually with computer.

2nd Group – they play and discuss, they think and make a

conclusion on how to help and answer the second question to

their friend. They search and analyze on given links, and with

brainstorming session, they suggest how to adapt the game

ZAVOR with the newly discovered possibility in MS Xbox Kinect.

Step 4 - CONCLUSIONS:

1st Group: The answer of the first question is the conclusion that

people in the past have measured with a foot, an inch or a

thumb. Today we created and measured with the printed

instrument and learnt about measuring units. The common

conclusion of the 1st group is when Alexander is going to bed

tonight he should put the created instrument under the pillow,

and to donate it to his friends from the dream.

2nd group: Suggested conclusion is to ask university professors

from the Faculty of informatics if I is possible to program ZAVOR

where students can play with Kinect and in meanwhile to be

asked about the measuring units.

TEACHER’S SECTION:

The teacher follows the activities in the groups, thereby guides

the students to develop critical opinion.

Curriculum context Mathematics: Length measures m, dm, cm Mutual position of parallel lines Biology: Aggregate state of water (if it played with the snow ball) Movement of water in nature Stone as natural material History Stone and the Stone Age history Native language Expression and Project outputs: e-products

Students Drawing ruler in MS Paint

Origin of the game – Bing maps

Video 1 : Zavor and Kinect

Video2 :The Game Zavor spread in

Switzerland, Croatia and Montenegro

Poem – MS Word

21st

skills acquired: Developing, implementing and communicating new ideas to others Being open and responsive to new and diverse perspectives Original and creative work ICT competences: In class/school collaboration thru MSN/Skype Using MS Office Packet Drawing with tools Paint Recording with Flip camera and creating a video with Movie Maker

Grandma’s games 11

Self- evaluation

List for self-evaluation of students

I am proud of my effort because:

I le

arn

ed

fro

m t

he

gam

es

abo

ut:

What I liked,

and what I didn’t

like in the game:

If I would play the

game again I

would change:

I grate my work

with (from 3 to 5)

because:

Grandma’s games 12

LESSON 3: The GAME STEEL (Chelik)

Key learning: measures-cm (centimeter) dm (decimeter) and m (meter)

Subject and contents: Mathematics, Native language and Science

Students’ Grade: 5th

Time of realization: Two classes of 40 min

ICT: Bing, Microsoft Office, MSN

Мethods: Web Quest and Brainstorm

STUDENTS LEARNING OUTCOMES:

to learn the linear measures, cm (centimeter) dm (decimeter) and m (meter);

to be able to compare linear measures by free judgment;

to make linear measure instruments, rulers and tape measures with the use of computers;

to draw in Paint and to print rulers and tape measures glued on a piece of paper;

to define homonyms (same words with different meanings);

evergreen and deciduous trees;

to explore pictures using Bing, memorize and insert them in a Power Point presentation.

STEP 1 - INTRODUCTION IN THE ACTIVITY

A student talks to the classmates: “My grandma told me about the game Chelik. She explained

me the rules for this game. She also says that there is mathematics, native language and science

in the game as well.”

Let us talk about the game Chelik and learn it. Let us find out about the mathematics in Chelik,

as well as the native language and science in it!

Grandma’s games 13

STEP 2 - TASKS FOR THE STUDENTS:

Class 1

Draw a one decimeter ruler using your computers in Paint, then

print it with the help of your teacher and make a linear measure

instrument in each group!

Listen to the rules for playing Chelik and write down your

assumptions for the distance between the fallen stick and a line

in your notebook, then check your assumptions with a meter.

Conclude how many centimeters there are in one decimeter, and

how many decimeters there are in one meter, and then show it

through some practical examples.

Class 2

All students need to explore and analyze the term internet

homonyms.

Show 5 examples with homonyms in Power Point with pictures

for every example including the word ‘chelik’ (steel).

Think about the kind of material used for making the objects

needed for playing Chelik.

Remember about the type of trees you studied last year by the

form of the leaves, search for pictures on the internet, save

them in a folder.

Download pictures and insert them in Auto collage, and then put

the creations in a Power Point presentation for homonyms.

Think about homonyms connected to wood, products from

wood etc.

STEP 3 - STUDENTS’ RESOURCES:

Links: Link for the word homonyms

The game origin

The game “CELIK” brought over by grandmother of Denica Stojkovska, a 5th grade class from Primary school of “Sv. Kiril I Metodij” Skopje.

The needed material A wooden thin stick in a length of 1 meter and

another stick of length of 25 cm with pointed

tips on both sides.

The needed space to play:

Extensive soil surface with a width of 25 meters

and length can be up to 100 meters. Every ten

meters can be marked a line on which points

are recorded.

Link to get more description on the game

The Game Rules The boy tries to wave with the longer wooden stick upwards, under the steel, and to blow it far in the air. He stands in the same position and watches. The boys from the opposite team are in a position as shown in the photo and they try to catch the steel. If they catch it with their hands, the boy who hit it steps out of the game and his friends continue the game. They do not lose the game; they only change the boy who hits the steel. If he successfully throws the steel, it flies in the air and falls down on the ground. The distance to the closest marked line is measured and the number of points is written down. Every team member needs to throw the steel in order to sum up the points for the whole team at the end. Later they change positions and members from the opposite team participate. The winners are the team with the most points or the children who threw the steel the furthest. From educational prespective, this game

influences on students’ socialization, they make

friends and develop the ability for solving

practical problems. They see the difference

between the mathematician and the real

problem. They cooperate and share mutual

opinions.

Grandma’s games 14

Link for the word wood

Link for the word

STEP 4 - THE PROCESS:

Class 1

Students individually draw one decimeter ruler in Paint using

computers, and then print it with the help of their teacher. The

printed ruler is cut and glued on a paper. Ten rulers, one next

to another, form one meter linear measure instrument for

measuring length in the game Chelik.

Discuss orally and make a conclusion on how many centimeters

are in one decimeter and how many decimeters there are in

one meter, and show an example for this from the surrounding

environment.

Students listen the rules for the game Chelik. They go out in the

schoolyard and start playing the grandma’s game Chelik. A

student writes down the assumed distance of the fallen stick

next to the ruler in a notebook, and then he checks them again

with the developed meter in a computer.

Class 2

Students write down and design a mental map in 5 minutes

time by the process of brainstorming-associations of the word

homonyms in the group.

With a Bing browser every student individually checks his links

in relation to the word homonym.

They discuss in groups, think, analyze, and search for photos of

homonyms they have already thought.

They cooperate and choose a group leader.

The teacher leads each group on how to creatively connect

written words using computers.

Curriculum context: Native language -Homonyms Mathematics -Linear measures Science

Project outputs: e-products

video of the game in Win Live Movie Maker

Poem MS Word

A photo in Auto Collage

Students Drawings in MS Paint

Origin of the game – Bing maps

A Power Point presentation

21st century skills acquired:

-expressing observation and ideas through a

presentation

-critic and creative opinion mind walk, learn from

each other (videoconference classes in between

schools from different regions),

-expressing ideas and thoughts through a video

ICT competences

- Drawing the game in Paint

-Making a presentation in MS Power Point

-typing a text in MS Word - publishing video in Win Live Movie Maker - Auto Collage

Grandma’s games 15

Every group discusses their final product-how should it look and what to contain.

They make a group presentation in Power Point for homonyms with pictures combined

with Auto Collage.

Students self-assess and choose the best activity in the group.

STEP 5 - CONCLUSION:

Students concluded that they managed to self-assess about the linear measures in

mathematics, to check if their assumptions are correct, learned what homonyms are,

revised about evergreen and deciduous trees, and choose the best presentation.

While working, they used the drawing tools in Microsoft Office Paint, Microsoft Office

Power Point, Auto Collage and Bing.

TEACHER’S SECTION:

The game Chelik as an introductory activity gives the opportunity for integration and an

immediate feedback on mathematics, for students’ achievements and the difficulties

they face. There is also a written document with the results from the game. The game

eliminates the stress and fear from not knowing in front of the teacher or from doing

tests. Memory and logic thinking are developed.

Educative perspective: The game Chelik is full of various data, depending on children’s

age, various parts of the curriculum can be realized. The younger students, on

mathematics as a school subject, can study the linear measures, adding, make

assumptions about possible distances. The older students can achieve the learning

objectives on biology (e.g. wood as a teaching material, plants and types of plants) and

chemistry (reactions of wood to chemicals and its processing), as well as physics (energy

and motion of bodies, speeding) etc.

The Steel game on a computer: Video-conferencing classes using MSN are very useful

not only for cooperation in between schools from main cities with the ones from rural

places but also because the shared information between the children can be very useful

particularly because of the different ways and living conditions. Students’ activities can

be recorded; the videos can be published in Movie Maker and be put in students’

portfolios.

Grandma’s games 16

Self- evaluation

List for self-evaluation of students

Measurement

can evaluate

centimeter

can

evaluate

decimeter

can evaluate

meter

Can convert

units of

measurement

Can apply the

measures learned

units in a real life

I am proud of my effort because:

Fro

m t

he

gam

es I

lear

ned

ab

ou

t:

What I liked,

and what I didn’t like

in the game:

If I played the game

again, I would

change:

I grade my work with

(from 3 to 5)

because:

Grandma’s games 17

LESSON 4: The GAME LADY (DAMA)

Key learning: collinear and non-collinear points

Subject and contents:Mathematics

Students’ Grade: VIIth

Time of realization:Two classes of 40 min

ICT:Bing researcher, Microsoft Office Word, Skype, Power Point

Мethods - Web Quest, Brainstorm

STUDENTS LEARNING OUTCOMES

- The students will be reminded of the terms collinear and nonlinear points from the

grandma’s game DAMA;

- to develop logical thinking through asking a hypothetical questions.

STEP 1- AN INTRODUCTION TO THE ACTIVITY

Jovan loved to play the game DAMA a lot. His older sister told this idea to her math teacher and

together with her classmates they came up with an idea to discover how much of math and

logic are necessary for playing this game. And, also to get the answer of why at this game is

always the same winner?!

STEP 2 - STUDENTS’ TASKS

- Click on the directed links,read carefullyin order to learn the game DAMA and then think

whether a same child can always win the game and at the end transfer the conclusions

to the students of the 3rd and 6th grade.

- Write down your criteria about the implementation of the search.

- While you are discovering these terms record the whole activity with a camera and

make a video in Movie Maker.

- Create a questionare in order to find out about students’ opinion in learning maths by

playing grandma’s games.

Grandma’s games 18

- Create a presentation in Power Point and select the best

presentation

STEP 3 - PROCESS

- The students discuss, think,analyze and make a

conclusion of using a way of helping their friends,not just to

discover the grandma’s games but also to discover the

significance of the maths in the games.

- They check the links with Bing and selected words.

The students are divided into 4 groups:

1st task:the students should make a scheme on a cardboard

which will use it for playing the game DAMA and then the

students that attend additional classes should discover whether

the same child can always win the game and if that’s true when

is that possible?

2nd task: the students’ activities are monitored and recorded

with a flip camera and then make a presentation inWindows

Movie Maker.

3rd task: then they present their researches in Power Point

presentations.

The students evaluate themselves and they present the

research results in front of their peers or younger students.

STEP 4 - CONCLUSION

- The students realize that they succeded to find a way of

solving the mystery how can the same child be the winner all

the time.Thereby they know how to implement a research,they

discovered the key words individually,they learned how to do a

research and report about it.

After many attempts and many played games the students

realized the following:

- In this game always the first player can be the winner if

he puts his pebble stone in the central field 5. And then, if then

the second player puts the pebble stone in one of the corner

squares for eg. no. 1 ,the first player should put his stone in one

The game origin

The game “Dama” brought over by

grandmother of MarijaPavlovska, a 5th

grade class from school of “Ilinden”

village Konopnica, KrivaPalanka.

The needed material

A drawn schemes for the game

attached on the models 1, 2, 3 such as

9 red stones and 9 white stones.

The Game Rules

This game is played by two players.

You need 9 white pebblestones (beans

for one of them) and nine black

pebbles (corn for the other one). Each

player is trying to create ‘dama’

(checkers), by sorting three of the

grains in a horizontal or vertical

position. The first one who succeeds in

this has the right to take one of the

pebbles of the opponent. The player

who remains with only three pebbles

can move them freely without

limitations in every spot available in

order to stop the opponent in creating

‘dama’. The game is won by the first

player who succeeds in taking 7 of the

opponent’s pebbles. Thus, the other

player having only two pebbles is

unable to participate in the game and

create ‘DAMA’.

Grandma’s games 19

of the two middle edge squares which are not adjacent to the

square where the stone of the second player is placed(6 or

8)and then if someone makes a mistake to win the game…

PART FOR THE TEACHER

The teacher explaines the game,tells the rules of the game,suggest competitive pairs,suggest a team for ranging the winners,monitorsthe activities,watches carefully if participants respect the game rules and evaluates the achieved results with given feedbacks.

The game Lady provides an improvement of the thinking

process of children, memory, perceiving, ordering, sorting in

order to place the stones in an unit.

Schemes for the game Lady

Моdel 1 Моdel 2 Моdel 3

Educational link: They game DAMA is useful for playing

because the students can perceive easily the color of the

stones with the mathematical preknowledge they can differ

horizontal,vertical,diagonal and line segment,a term for point,

kinds of triangles according to the sides and angles,forms of a

square.

DAMA and the computer:The game lady can be played easily

on the computer. The students can draw the schemes in a MS

Word, we can print the scheme so the students can play it. But

we can also play this game in an electronic form by developing

an application for the game.

Curriculum context

Mathematics -collinear and non-collinear points -geometric shapes, types of triangles Native language Verbal and narrative creation and expression Drama play of the game Lady

Project outputs: e-products

Video 1Win Live Movie Maker

Video 2

Game origin– Bing maps

Presentation – Power Point

Drama -MS Word

21st skills acquired:

Students recognize their own learning

through playing, make the

logicallinksin between the gameand

generalizedconclusions about

thetaskssetas a challenge.Self-

evaluation with an explanation, know

howto askcritical questions and lead

discussions.

ICT competences -Recording with Flip camera and video publishing with Movie make., -Video conference with students from five different school regions - Power Point presentation and - Skype communication

Grandma’s games 20

THE EVALUATION FRAMEWORK

Category sample

(excellent)

elementary

(good)

Соntent

The presentation is full of data clearly

connected to the given topic

All the required tasks are covered

Clearly and correctly defined terms,

Thepresentationisfullofpictureswherethegiven

taskisconducted

The presentation contents effects on each

slide where the significance of the important

terms is shown

There are a lot of information on

the subject

The information are not clearly

elaborated and there is a lack of

connection to the details.

The terms are not completely

defined there is an uncertainty in

the writing

There are pictures in the

presentation

It contents effects where the

significance of the important

terms is emphasized

Collectionandorganizationo

fdatas from Internet for

need of realization of the

tasks

The data are well organized and adequate to

the resources and requests of the tasks

The directed resources(links)are successfully

used

The data relate to the used

resources

Some of the directed resources

are used

Presentationoftheprepared

taskinwhichalltheimportant

terms,use,andproductsarei

nvolved

The terms, the properties and the use are

successfully presented

There is not a whole presentation

of the terms ,properties

Presentation ability Quite well organized presentation

Clear articulation

Flat rate

Shown self-confidence

Well organized presentation

Relatively clear articulation

Unbalanced rate

Small expression

Grandma’s games 21

LESSON 5: The GAME MATCHBOX

Key learning: Performance, Costume design, Scenography

Subject and contents: Native language

Students’ Grade: Vth

Time of realization: Two classes of 40 min

ICT: Bing, Microsoft Office, MSN

Мethods - Web Quest, Brainstorm

STUDENTS LEARNING OUTCOMES

- an ability to analyze and experience a scenario and drama;

- an ability to recognize the characteristics (internal and external) of the main actors;

- an ability to recognize and apply the characteristics of actors within their own

expression;

- an ability to perform and play a drama according to a given role;

- to expand their knowledge related to scenography, costume design and music in a

theatre (puppet) show.

STEP 1 – AN INTRODUCTION TO THE ACTIVITY

One student addresses the others. My grandmother showed me the game “Matchbox”. She

explained the rules of the game (supplement 1) and read a dramatic text (supplement 2). Do

you know what a drama is?

Let’s have fun and play “Matchbox” and learn, let’s discover what is a drama and learn about

our most famous actors!

Grandma’s games 22

STEP 2 - TASKS FOR THE STUDENTS

1st lesson

- Self-evaluate yourselves in math – adding, by playing the

game “matchbox”.

- Analyze the dramatic text and try to experience the same by

reading it.

- Recognize the characteristics (internal and external) of the

lead characters and apply them in your expression and

perform them in each group.

- According to the instrument of evaluation (supplement 3)

evaluate the activity of each group.

2nd lesson

-Click the given links, read carefully, think about how will you

help to discover the key words in your group.

- Write the evaluation criteria for the activity in the group.

Group 1 Brochure

Make a manual for your friends, in the form of a brochure;

using Microsoft word, explaining the key terms, what is

drama, scenography and costume design.

Group 2 - Presentation

Make a presentation in Microsoft Office Power Point for

theatre and dramatic art.

Group 3 - Presentation

Make a presentation in Microsoft Office Power Point for

Macedonian actors.

STEP 3- RESOURCES FOR THE STUDENTS:

Links for group 1

Link for the word drama; link for the word scenography; link

for the word costume design

The Game Origin The game “Matchbox” brought over by grandmother of Filip Sokolovski, a 5

th

grade class from school of “Sv Kiril and Metodij” Centar, Skopje. The needed material Empty matchbox with written numbers on each side of the box; Playing table; Notebook and pencil to write down the correct answers.

The Game Rules

The children sit around the table. They

agree about pulling out the longer and

shorter stick of the matchbox as per

order of participants in the game.

The first player sets the matchbox at the

edge of the table, but only half of it lies

on the table and the other half is out.

Student bends his thumb finger, hitting

the part of the matchbox that does not

lie on the table, to fly in the air, turning

it several times. It falls on the side that is

marked by a number. That number is

memorized and the game begins with

collection of each number that will show

up after the student will hit the

matchbox. The exercise could be

repeated by not only adding the

numbers but also subtracting,

multiplying them, that very depends on

availability of class hours.

Each correct answer is recorded in the

table created in Excel. The student who

wins will have the most accurate

answers.

Grandma’s games 23

Links for group 2

Link for the word theatre ; Link for dramatic arts;

Links for group 3

Link for the word Macedonian theatre actors

STEP 4- THE PROCESS

1st LESSON

- Students are divided into groups according to the word

written on a piece of paper, drawn from a lottery basket,

and students sit down by the /,m,desks where their word is

written – drama, theatre and actors.

- They play Matchbox for 10 minutes and enter the correct

sum in the group, self-evaluation.

- They analyze the drama text, read the text of Matchbox

and decide about the actors in the group, Marko, Darko,

Ivan, Kire, Sasho -the father and grandmother Mary.

- They perform in front of the class and select the best

group of actors, according to the evaluation instrument

(supplement 3)

2nd LESSON

- They discuss, think about, analyze, write down the criteria

for self-evaluation within the group, and agree upon the

activities of each member of the group.

- Using Bing search engine, they search through the links

using the words drama, theatre and actors.

- They agree among each other and select leader of the

group.

- Through brainstorming – associations for the word in the

group, the students write down and create a mental map.

- The leaders of the groups present the mental maps of

words – associations.

Curriculum context: Native language scenography, costume design and the music in a theatre (puppadditionet) show. Math Addition, Subtraction and Multiplication.

Project outputs: e-products

Video1 of the game in Win Live Movie Maker

Video2

Drama –MS Word

Creative activities:

-self-evaluation with justification of such

evaluation and the ability to ask critical

questions and lead productive discussions -

critic and creative opinion, mind walk, learn

from each other (videoconference classes in

between schools from different regions),

-expressing ideas and thoughts

21st skills acquired:

Students show maturity in critical, cultural

heritage and traditional values in connection

to life and technology

ICT competences

- Drawing the game in Paint

-Making a presentation in MS Power Point

- Recording and publishing the video with Win

Live Movie Maker

Grandma’s games 24

- The teacher gives instructions to each group, students to think about how they can connect

the written words using computers.

- In each group the activities start with discussion about the appearance and the content of the

final product.

- Together they prepare a brochure and presentation using a computer.

- The students perform self-evaluation and select the best activity from one of the groups.

STEP 5- CONCLUSION

Students conclude that they have succeeded by playing a game to perform self-evaluation in

math. They learned what a drama is, theatre, costume design, scenography, and Macedonian

popular actors. Moreover, during the activity they had fun, used the internet to do a group

research (discovering the key words), performed and self-evaluated in a correct using the

instrument for evaluation.

PART FOR THE TEACHER

The game “Matchbox”, as an introductory activity offers an opportunity for integration and

immediately produces feedback information for math learning, the achievements of the

students and the problems each student faces. At the same time gets a feedback in a written

document for the correct results of each game, recorded by the student. Playing the game

helps in overcoming the anxiety and fear of not knowing in front of the teacher or the fear of

being tested. It develops the memory capacity and logical thinking.

Educational link: The game is comprehensive and useful for math functions of adding,

subtraction, multiplication. Depending on the age of the children, they can add from 0 to 10,

only with two addends. Also, the game may be played with three addends, and the numbers

may be added to the first obtained sum. In this manner, they can add up to a 1000 or more.

If the objective is subtraction, they are instructed to agree upon the start number, for e.g. 100

or 1000, and in every turn, they subtract one or two numbers.

The game “matchbox” is very interesting while learning the multiplication tables. On each side,

they write down numbers and multiply with the number which is hardest for them to

remember.

Matchbox on a computer: A similar combination for this game may be designed by using

computer, if the students are divided to play in pairs. The students shall open an empty excel

document and enter one number in each field. The first player will randomly click two numbers,

for e.g. 4 and 9. The second player will do the adding. If the sum is correct, the numbers are

Grandma’s games 25

entered one by one, and the sum is increased, for e.g. number 13, and all successive numbers

clicked by the student shall be added to this number. In order to check whether the sum is

correct, depending on the age of students, the function for adding in excel may be used, or a

calculator, if the students are younger.

Supplement 2 Drama “Matchbox”

Venue: LIVING ROOM

LEAD CHARACTERS: Marko, Darko, Ivan, Kire, Father Sasho, and grandmother Mara (the children play on the

computer in the children’s room. Suddenly, the power goes off)

MARKO: - Daaad, bring me the matchbox to light the kandle!!!

GRANNY MARY: - Matchbox, I can still remember the days spent playing matchbox!!

MARKO: - How is it played???

GRANNY MARY: - The game is played by tossing a matchbox with written numbers on its sides. The numbers

add up, depending on which side the matchbox will fall. The winner is the one with the most points.

DARKO: - And which numbers are written on the sides???

GRANNY MARY: - The numbers on the matchbox are written according to the age of the children, but you

can also learn the multiplication tables by tossing the matchbox twice.

IVAN: - Oooo, now I get it.

KIRE: - Ok, then, let’s play.

Father Sasho: - Here’s the matchbox kids, write down the numbers and play.

Matchbox

Filip Sokolovski

Student in the second grade

At the primary school ”Ss. Cyril and Methodius” Center Skopje

Grandma’s games 26

Supplement No. 3: Performance Control Indicators

1. The person is facing the audience

Physical expression

2. The person expresses his/her feelings

3. Maintains eye contact

4. Coordination between body movement and the situation

1. Speaks clearly and comprehensively

Voice expression 2. He changes the voice according to the moment (situation)

3. Emphasized the key words

1. Uses adequate words to express opinion

Verbal expression

2. Avoids unnecessary repetitions

3. Uses standard language

4. Correct use of punctuation marks

Grandma’s games 27

LESSON 6: The GAME HOP-SCOTCH

Key learning: geometric shapes

Subject and contents: Mathematics, Art, Physical education

Students’ Grade: Ith

Mentor students’ grade: 6th

Time of realization: Two classes of 40 min

ICT: Bing researcher, Microsoft Office, Skype, MSN, MS Paint

Мethods - Web Quest, Brainstorm, Role Play

STUDENTS LEARNING OUTCOMES

- to identify and name geometric shapes;

- to create a mosaic by combining the shapes with the use of ICT;

- introduction into construction by attachment and combining of the shapes;

- encouraging creative expression;

- to discover the water and sand as art materials;

- to discover the sand and asphalt as uncommon art materials;

- to keep body balance and doing movements by standing on one foot;

- to aim towards a positive reaction to others’ achievements and learning to accept your own

failure;

STEP 1- AN INTRODUCTION TO THE ACTIVITY

The students are doing the playful drama activity ‘I am…’, in which they recite previously

learned lines about mathematical shapes by using dolls –shapes attached on sticks.

Then they play the game ‘Who am I?’ In this game each child holds a mathematical shape in his

hand and is asking the others about its name.

Grandma’s games 28

STEP 2 - STUDENTS’ TASKS

- Doing the playful drama activity – I am…

-The students-mentors are presenting the game ‘PLOCHKA’

by drawing on a soil surface using a stick and a bottle of

water.

- Naming of the shape the Czarina is composed of.

- Playing and complying with the rules of the game.

- Work in 3 groups in order to invent a pattern of our new

Czarina.

GROUP ONE – Making a new pattern with cardboard shapes.

GROUP TWO - Making a Czarina by dragging mathematical

shapes in MS WORD.

GROUP THREE – Creating a pattern by combining plastic

didactic material.

- Selecting a new pattern in a shape of a house.

- Printing the pattern.

- Drawing the pattern with chalks at the school playground.

- Playing with the new pattern by complying to the old game

rules and naming of the newly used shapes

- Activity analyses.

STEP 3 - PROCESS

The students-mentors present the game ‘plochka’ in the soil

patch close to the school. First, they are drawing the pattern

in an old traditional way. The pattern can be drawn on

asphalt with chalk or a piece of tile but it was mostly drawn

and played on a soil surface with the use of a stick. For the

lines of the pattern to be clearly visible the students came to

an idea that they should be drawn once more with water

and for that purpose they used plastic bottles of water with

The game origin The game “Plochka” brought over by grandmother of Antonio Spirkovski, a I

th

grade class from school of “Koco Racin” vilage Ivanjevci Bitola The needed material

A stone in a form of a round plate.

The Game Rules

Every participant plays individually by jumping from one field to another on one foot. The basic rule is that no one is allowed to step on the line that was used to draw the geometric form of this game. The round shaped stone is called ‘plochka’. The ‘plochka’ is being thrown in the first field marked with #1, it mustn’t be thrown on the line. If it falls on the line the participant loses the right to play and goes at the end of the line of the group of children that are waiting to play and waits for their turn. If the thrown ‘plochka’ is too close to the line, if it almost touches the drawn line the participant calls out aloud: ‘THE CZAR IS DRINKING WATER’. This means that this participant cannot be excluded from the game. When the ‘plochka’ is being thrown in the first field, the participant jumps on one foot in field 1, field 2 and then goes to the part of the drawn form, where the field 3 and 4 are placed one next to the other. Here the participant stops with one foot in each of the two fields (one foot on #3 and the other foot on #4). Then it continues to jump on one foot until it reaches the field. At the end of the drawn form, in fields 7 and 8, the participant stands on two feet again and then he turns back. He jumps on one foot until he reaches the field where his ‘plochka’ was thrown. While still standing on one foot he reaches to take the ‘plochka’ and throws it out of the drawn form and

continues to jump on one foot.

Grandma’s games 29

small openings made on their caps.

First grade students named the square shape from which the

czarina is composed and helped in drawing the numbers 1-8

in the game fields. For this game you need ‘plochka’ or a

round shaped plate. The children picked out more plates and

then we decided which one is the most suitable for playing

this game.

What follows is memorizing the game rules and complying

with them.

Then we agreed on inventing a new pattern for this game.

For that purpose, we separated into three groups.

GROUP ONE: Making a pattern with applicative didactic

material.

GROUP TWO: Combining and painting of mathematical

shape in a Word document.

GROUP THREE: Creating a new pattern with didactic

material of plastic mathematical shapes

While the students are working, the teacher is asking the

students to name the shapes they’ve used, thus creating an

image for every student’s knowledge. After finishing the

activities and going through the possible patterns we all

agree on the shape of a house. We named the shapes that

we used on it and asked the students-mentors to help us

with the drawing. We agreed to draw this czarina with a

chalk on the school playground. We printed out the pattern.

While the students-mentors are drawing the first grade

students are helping in identifying the parts of the new

pattern. Then, we play the game by complying with the old

traditional rules applied on our new pattern. Through

conversation, at the end of the classes we are reflecting back

on all the previously finished activities from that day.

STEP 4 - CONCLUSION

The students revised their knowledge about the previously

learned mathematical shapes. Through cooperation with the

upper grade students they learned a new game and new

rules. They gained a habit for complying with a set of rules,

Curriculum context:

Mathematics Geometric forms, perimeter, area, measurement lengths Native language Expression and creation Media culture Role Play Ecology Chemistry Mixtures of cement and chalk

Project outputs: e-products

Video 1 in Win Live Movie Maker

Video 2

Video 3

Drawings in Paint

Presentation 1 Power Point

Presentation 2

21st skills acquired:

Students got deeper knowledge about

how technology can support their

learning and get integral skills

Real-world connections, primary source

material, and sophisticated data-

gathering and analysis tools

ICT competences:

- Drawing the game in Paint

-shooting a video and making it in Win

Live Movie Maker

- Power Point presentation

Grandma’s games 30

rejoicing for the other students’ achievements and accepting their own failure and developing a

desire to learn from others’ positive example. They developed their own creativity by inventing

a pattern for the new Czarina and they did the same by combining mathematical shapes from a

didactic material and using the tools for dragging and colouring in Microsoft Office Word. They

learned how to print. They were naming the shapes during the drawing process of the new

Czarina and actively participated in the new game by complying the old rules.

TEACHER’S SECTION

With the game ‘Plochka’, the teacher follows the students’ progress in learning mathematical

shapes. The teacher observes which student can identify them and which can both identify and

name them. The teachers also takes notes on the students that have certain difficulties which

gives him/her a direction for the future planning on individual approach of work with the

students that achieved the objectives only partially.

EDUCATIONAL LINK

The game can be adjusted and applied in the students’ knowledge testing and in science classes

for teaching the Days of the Week. While the student is jumping through the fields of the

Czarina his task is to say the names of the days in the right order. Every mistake causes the

player to stop playing the game and gives chance to the next player.

This game is also suitable in PE classes for achievement of a number of objectives that are in

the first grade curriculum and it can be easily adjusted according to the needs of the particular

class content. It is especially suitable and interesting as a part of a relay race game that involves

jumping on one or two feet combined with running and jumping through obstacles.

The students are learning how to take the appropriate body position in order to keep their body

balance and do the necessary activities.

‘PLOCHKA’ ON THE COMPUTER

The first grade students can illustrate their impressions of the game in Microsoft Paint. With the

teacher’s assistance they can print out their work and enrich their collection of works. They can

draw parts of the pattern or create their own pattern by dragging parts in Word.

Mathematical shapes scattered along the computer desktop can be classified in four different

folders. The same can be done by classifying in accordance with shapes size and colour...

following two or three criteria. They can share their findings with students from other schools

through Skype and show them their work.

Grandma’s games 31

Form for tracking student by subject Name of the student______________________ Teacher___________________ Date_____________________ Students are monitored as to achieve the goals set under the standards of the programs by subject.

Subject

Date Note

Native language

Science

Art Education

Grandma’s games 32

LESSON 7: The GAME STONES (PETKAMCI)

Key learning: recognize and compare numbers

Subject and contents: Mathematics, Native language

Students’ Grade: Ist

Mentor students’ grade: 5th

Time of realization: Two classes of 40 min

ICT: Bing , Microsoft Office, Auto collage, MS Math Skype

Мethods - Web Quest, Brainstorm

STUDENTS LEARNING OUTCOMES

- recognition of numbers and comparing them up to ten;

- addition and substraction of the numbers in the range of five;

- memorizing the game rules and respecting them;

- improving mentorship with other students from the school;

- students are directed towards tolerance and positive acceptance of their mistakes and

tend to improve from other positive examples.

STEP 1 – AN INTRODUCTION TO THE ACTIVITY

A game –WHO WILL BE FASTER IN COLLECTING REGULAR NUMBER OF STONES according to

verbal instructions from the teacher.

- Extracting a number from the sequence numbers to ten, its naming and collecting an

adequate number of stones (pebbles).

- Mutual checking, assessing who has the appropriate number of pebbles and

correcting the errors.

- Sequence of numbers to ten

- Guess the association of the word ”petkamci-5 stones”

- They colour 5 stones for the game

Grandma’s games 33

STEP 2 - TASKS FOR THE STUDENTS

1. They listen to the rules of the game and carefully follow

the instructions of playing the game with 5 stones presented by

students-mentors.

2. Start playing the game.

3. They practice adding and subtracting numbers from 1 to

5.

4. Play in 3 groups.

STEP 3- THE PROCESS

The students pull out numbers which are written on color

sheets and they get a task to name the pulled number and to

collect an adequate number of pebbles. After all of them finish

the task, they check mutually by counting the pebbles and

correct the errors if they occur.

The teacher monitors and then directs how much students

know the numbers up to the range of 10.

Then the students get a task to range the numbers on the table

together with appropriately chosen number of pebbles for each

number.

By working in pairs, the students make a comparison of two

numbers with a regular use of the signs of comparison and the

teacher observes the students’ achievements.

The teacher presents the new game which is about to be played

and the students guess the association of the words 5 stones

(petkamci) then they collect 5 stones and start to color them.

The rules are demonstrated by students-mentors who had

learned this game from their grandmas.

They show the order of playing that should be achieved in order

to win the game. During the game, a verbal application of the

operations is performed of adding and subtracting the numbers

from 1 to the scale of 5.

The Game origin The game “Petkamci” brought over by grandmother of Viktorija Radomirovska, a 5

th grade class from school of “Sv Kiril

and Metodij” Centar, Skopje. The needed material Five small stones (rocks) in a form of

squares that is the reason the game is

named five rocks (petkamci).

The Game Rules

All of the players play the game until the rock which is thrown up in the air falls down. In case the rock falls, then the player stops playing and waits till all of the players finish the game. The player that has made a mistake continues with the game in the level where his mistake occurred. The winner of the game is the one that finished all of the 6 levels of the game without making any mistake. Some of game values - Keeping and animation of the game which is a gift from our ancestors and valuation of the material goods. - Creation of sense of competition. - The concentration is increased - It improves the motion of the fingers and the whole hand. Play the game in order to feel its great value! This game can be played by unlimited number of players no matter of their age or sex. This game is played with one hand (the left or the right hand) it depends on the player’s choice. See here for the full description of the game.

Grandma’s games 34

By playing the game, the students practice mathematics,

tolerance, cooperation, respects the rules and order of the

events.

STEP 4- CONCLUSIONS

The students were practicing and determined their previous

knowledge of practical use of counting, recognition of

numbers, their numerical values and regular use of the signs

for comparison.

They acquired new rules of a game in cooperation with the

students-mentors.

They used Microsoft Math for practicing addition and

subtraction.

They practiced recognition of numbers and ordering a

sequence through appropriate games chosen on the Internet.

EDUCATIONAL LINK

The game 5 stones is suitable for the students in the 1st grade

because their achievements in counting, numbering, adding

and subtracting of these numbers can be checked.

During the preparation of the tools (the 5 stones) for the game

they can also practice the classification of the stones in two or

three signs given by the teacher.

Also, the game 5 stones can help in realization of the

curriculum content: an introduction to number 5 with forming

the sets with 5 elements (stones).

These five stones that are required for the game should always

be set in a way to be reached by children like in a

mathematical corner as this game can be also played during

the breaks or like energizing exercise between the activities.

Curriculum context

Mathematics -recognize and compare numbers -odd and even numbers - addition and subtraction of numbers Nature Ecology History The Stone Age Native language Verbal and written communication Dramatization

Project outputs: e-products

Presentation - MS Power Point

Presentation 2

Video1 of the game in Win Live Movie

Maker

Video 2

Poem MS Word

Game description in MS Word

21st skills acquired:

Application of interactive gaming methods,

adopting knowledge beyond the classroom

walls, access knowledge through various

workshops, cooperative learning as unique

approach that involved mentor students

(older students) and students from lower

grades. Drive numerous interactive

methods to develop communication and

other 21st

century skills.

ICT competences - Students took pictures of activities and made an auto collage of images. - publishing video in Live Movie Maker - online communicated e via Live MSN, - Microsoft Math

Grandma’s games 35

Form for tracking student by subject

Name of the student______________________ Teacher___________________ Date_____________________

Numbers up to 5

Identify the numbers and correct pronunciation

Comparison Predecessors and successors

Odd and even numbers

Ordinal numbers

Students are monitored as to achieve the goals set under the standards of the programs by subject.

Subject

Date Note

Native language

Science

Mathematics

Grandma’s games 36

LESSON 8: The GAME STRING

Key learning: collinear and non-collinear points, straight angle, polygons types of angles

Subject and contents: Mathematics

Students’ Grade: 5th

Time of realization: Two classes of 40 min

ICT: Bing researcher, Microsoft Office Word, Skype, MSN

Мethods - Web Quest, Brainstorm

STUDENTS LEARNING OUTCOMES

- to refresh their memory about collinear and non-collinear points;

- to obtain an idea of a straight angle, polygons and types of angles

- to be able to define the terms for angle, to group the angles according to size and to

identify the different types of angles in the string game pattern by asking questions.

- In the role of mentors, the senior students are discovering them the mathematical terms

that correlate to this grandma’s game.

- a line segment, a ray, a line, an angle, lines, adjacent angles, alternate angles, parallel

lines, intersecting lines, skew lines, to be able to distinguish the different types of

triangles and polygons.

STEP 1 –AN INTRODUCTION TO THE ACTIVITY

The 3rd and 4th grade students helped Jovan’s mother to find grandma’s games that Jovan can

play in his spare time, his older sister shared this idea with her Mathematics and Chemistry

teacher. Then, the students from her class came to an idea to try and find out exactly how

much Mathematics and Chemistry is there.

Grandma’s games 37

STEP 2 - TASKS FOR THE STUDENTS

- Click on the given links, read carefully, think of ways

about helping find out the keywords (collinear and non-

collinear points, angles, types of angles and their division,

line segment, a ray, a line, an angle, lines, adjacent angles,

alternate angles, parallel lines, intersecting lines, skew lines)

and how to share this knowledge with the 3rd and 4th grade

students.

- Write down your criteria for the research process.

- While discovering these keywords use a camera to

shoot the whole activity and then create a presentation in

Windows Movie Maker.

- Make a questionnaire on your computer researching

younger students’ opinions about learning Mathematics with

correlation to some of the grandma’s games.

- Create a Power Point presentation.

STEP 3 - RESOURCES FOR THE STUDENTS

-Link to the word collinear and non-collinear points

-Link to the word angle and types of various angles

- Link to the word line

- Link to the word triangle and its types.

STEP 4 - PROCESS

- The students discuss, think, analyze and deduct how

to help their friend and her children, not only in discovering

grandma’s games but also in finding out exactly how much

Mathematics and Chemistry is there.

- Understanding of the keywords – the teachers gives

folded handouts to the students. There is one word written

on each of them (a line, a ray, a line segment, a polygon, a

triangle and types of triangles, an angle, and types of angles).

The number of handouts is matching the number of students

in the class. Every student does a research on the word that

is written on his handout.

The game origin

The game “String Games” brought over

by grandmother of Maja Stojcevska, a

5th

grade class from school of “Braka

Ribar” village Tabanovce, Kumanovo.

The needed material

Thread of hemp

The Game Rules:

This game can be played by one or more

children depending of the form we want to

create. The string could be twisted by one

child with one or both hands to make

different forms. The same can be done by

two ore more children who can create

different shapes by twisting and turning the

string.

Grandma’s games 38

- The students are divided in groups according to the

word on their handout.

- Using Bing – search engine they are looking through

their links.

They are divided into 4 groups:

Group 1: searches for keywords (a line, a ray, a line

segment), and then chooses a group leader; their task is to

find images, to discover the common position of the two

lines and then present their research through a Power Point

presentation.

Group 2: searches for keywords such as a polygon, a

triangle and types of triangles and then chooses a group

leader; their task is to find images, to discover how the

triangles are divided according to their sides and angles and

then present their research through a Power Point

presentation.

- By following the given links the students are finding

out about the production of the silk thread and then they

present this through images in a Power Point presentation.

Group 3: searches for keywords such as an angle and types

of angles, and then chooses a group leader; their task is to

find images and the given keywords, then by using the

string game pattern to learn to identify the types of angles.

Group 4: By using a camera this group follows the other

groups’ activities in order to create a Windows Movie

Maker presentation.

- The teacher gives directions to the students to think

of a way to creatively relate the words with the use of

computers;

- Students self-assess and select the best

presentation.

STEP 5 - CONCLUSION

The students conclude that they managed to find a way to

help their friend. They also learned how to do a research,

Curriculum context

Mathematics -Тhe different types of angles according to the sides, angles and its types - Types of polygon Native language -writing drama, poems Science -Cotton, wad, making the string Project outputs: e-products

Video 1 Win Live Movie Maker

Game origin– Bing maps

Presentation – Power Point

Poems -MS Word

21st skills acquired:

- Acting creative ideas to make a tangible and

useful contribution to the domain in which

the innovation occurs

-Identifying and asking significant questions

that clarify various points of view and lead to

better solutions

-Articulating thoughts and ideas clearly and

effectively through speaking and writing

ICT competences:

-Video conference with students from five different school regions Skype - Power Point presentation -Poems with MS Word tools - recording and video publishing in Win Live Movie Maker

Grandma’s games 39

found the keywords on their own, used the given links. While working on this, they used the

writing tools for writing a text document in Microsoft Office Word, Power Point, and Windows

Movie Maker.

TEACHER’S SECTION

The teacher is observing the groups’ activities and gives guidance to the students to think about

the keywords they research.

At the beginning of the class the teacher is introducing the objectives the students need to achieve as well as manner in which the final product will be evaluated (graded).

The teacher gives previously prepared handouts to each of the groups.

Each group works on its assignment by using the given resources and then presents its work with a Power Point presentation. During the entire process, the teacher supports the students, gives them guidance and additional advice.

The analytical assessment list – presentation is used as an evaluation instrument.

- Contents. - Collecting and organizing data taken from the Web and using it for fulfillment of the

given tasks. - Presentation of the task product with all the important keywords and images

included. - Presentation skills.

Grandma’s games 40

THE EVALUATION FRAMEWORK

Category sample

(excellent)

elementary

(good)

Соntent

The presentation is full of data clearly

connected to the given topic

All the required tasks are covered

Clearly and correctly defined terms,

Thepresentationisfullofpictureswherethegiven

taskisconducted

The presentation contents effects on each

slide where the significance of the important

terms is shown

There are a lot of information on

the subject

The information are not clearly

elaborated and there is a lack of

connection to the details.

The terms are not completely

defined there is an uncertainty in

the writing

There are pictures in the

presentation

It contents effects where the

significance of the important

terms is emphasized

Collectionandorganizationo

fdatas from Internet for

need of realization of the

tasks

The data are well organized and adequate to

the resources and requests of the tasks

The directed resources(links)are successfully

used

The data relate to the used

resources

Some of the directed resources

are used

Presentationoftheprepared

taskinwhichalltheimportant

terms,use,andproductsarei

nvolved

The terms, the properties and the use are

successfully presented

There is not a whole presentation

of the terms ,properties

Presentation ability

Quite well organized presentation

Clear articulation

Flat rate

Shown self-confidence

Well organized presentation

Relatively clear articulation

Unbalanced rate

Small expression

Grandma’s games 41

LESSON 9: The GAME Bzzz

Key learning: term insects, human relation to the animals

Subject and contents: Native language, Art, Science

Students’ Grade: Ith

Mentor students’ grade: 6th

Time of realization: Two classes of 40 min

ICT: Bing researcher, Microsoft Office Word, Skype, MSN, One Note,

Мethods - Web Quest, Brainstorm, Role Play

STUDENTS LEARNING OUTCOMES

- to be able to retell and analyze the already heard text.

- to determine the term INSECTS

- to differ and describe various insects with its characteristics

- to be abled do a research and use different resources: encyclopedias, magazines,

Internet.

- to develop a human relation to animals and the nature

STEP 1 –AN INTRODUCTION TO THE ACTIVITY

The students play “ЛЕТА-ЛЕТА” (FLY-FLY) as energizing play to introduce the following activities

and the game rules. Then, the game gets a new name which is “an insect is …an insect is…” in

order the students to get the proper knowledge of the term and be able to differ insects and

birds.

STEP 2 - TASKS FOR THE STUDENTS

- retell the story “The mosquito and spider”

- make conclusion of the story with described characteristics and attributes of these insects

Grandma’s games 42

- make a review of the stickers from the album”Animals’

kingdom”

- the students to go out in the school yard, find insects and

describe them

- discuss about their place and way of living. To find a lot of

information through Bing and to make a review

- with video from You Tube, they get an idea about insects’

images, eating and their characteristics in their living

environment.

They start playing the game Bzzzz

-There is a small change in the game, we use rubber models

and we name the insects and repeat.

-In One Note application they delete the pictures which are

not insects but are placed on the picture which is prepared by

the teacher.

-In One Note application, they draw and color insects

according to a sample application which is placed on every

page.

STEP 3 - PROCESS

The process is guided by the teacher or students-mentors with

activities such as research ,reading and an use of ICT.

In the school yard they observe and describe rubber models of

insects for which they get an idea of the insects’ images,

characteristics and the way of living in their natural

environment.

The students start plays the game “Bzzz”, with few changes of

the game rules. Thus, with rubber models they name the

insects, do the review of them which is getting more

interesting.

They walk in the nearby area, find insects, talk about their

living places, and make conclusions for a positive relation to

the living world…

The game origin The game “Bzzz” brought over by grandmother of Dragana Madzovska, a 5

th grade class from school of

“Ilinden” vilage Konopnica Kriva Palanka. The needed material

The game requires 5 to 10 children in

a group. It is named after the buzzing

of insects which has been played and

is played even nowadays. The game

brings the aspect of perceptual

ability and emotional reaction of

other players while they beat the

hand of the player that closes the

eyes and his returned back.

The Game Rules

The game is played with 5 up to 10 children in a group. One child is with his turned back towards other children and has shown the face behind the hand. Other children in the group agree amongst themselves who will touch/heat on the arm (hand), while all the children shout 'Bzzzz’. The child's task with the returned back is to guess who from the kids has heated his hand and if he/she guesses that they change positions (roles) otherwise the game continues until he/she guesses who hits his hand.

Grandma’s games 43

-In One Note application they erase applications which are

not insects but are placed on a picture which is prepared by

students-mentors.

They work in two groups

-In One Note application they draw and color insects

according to the sample application placed on every page.

STEP 4 - CONCLUSION

The students make a conclusion that they achieved through

play game to learn more about insects and to make a

difference between them. The learned how to have a positive

attitude towards the nature and all living species and not to

destroy their place of living. They learned how to do a

research and how to get information from different

resources.

While they were working, they used the drawing and coloring

tools in One Note application. They used Internet for learning

by video clips and Bing researcher for learning through

photographs.

TEACHER’S SECTION

There is no need for a big space or special conditions for

playing the game or some tools for its realization which

makes even more suitable for playing. It can be used as an

energy source during the morning meeting but also as an

introductory, main or final part of the grade hours in which

the students learn the curriculum content and aims where the

students should mix the learning with having fun. So, Bzzzz is

a suitable game for these purposes.

Curriculum context:

Native language Verbal and narrative expression Mathematics Mathematics- elements of sets, intersection, union, difference and number of sets elements. Science Development of human senses, eye sight, scent, hearing Art The concept of colors

Project outputs: e-products

Students Drawing in Paint

Video 1 Win Live Movie Maker

Video 2

The thematic picture in One Note

Game origin – Bing maps

21st skills acquired:

Accessing information efficiently and

effectively, evaluating information

critically and competently, using

information accurately and creatively for

the issue or problem at hand.

Understanding how media messages are

constructed, for what purposes and using

which tools, characteristics and

conventions

ICT competences - Students drawing with tools MS Paint, -Recording with Flip camera and video publishing with Movie maker, -Using MS One Note

Grandma’s games 44

Form for tracking student by subject Name of the student______________________ Teacher___________________ Date_____________________ Students are monitored as to achieve the goals set under the standards of the programs by subject.

Subject

Date Note

Native language

Science

Art Education

Grandma’s games 45

LESSON 10: The GAME MOSQUE

Key learning: Media culture and Geometric forms

Subject and contents: Mathematics, Native language and Arts

Students’ Grade: 1st Mentor students’ grade: 6th

Time of realization: Two classes of 40 min

ICT: MS Office, Skype, Bing, Live Movie Maker, MS Paint

Methods: Web Quest and Role Play

STUDENTS LEARNING OUTCOMES

Macedonian Language (Listening and Speaking)

- to get a notion and acquire the habit for polite behavior with people they know or

strangers;

- to get know the Skype or MSN as a communication tool and a place where they can get

virtually exchange information and knowledge with their peers.

Mathematics

- to recognize round and square shapes in their surrounding;

- to be able make grouping of three given signs – size, width, shape;

- to be able present and recognize the geometric shapes using ICT.

STEP 1 – AN INTRODUCTION TO THE ACTIVITY

Using a role-play the students practice in pairs – A telephone conversation, whereas they

present different ways of addressing to a person.

STEP 2 - TASKS FOR THE STUDENTS

- Divide yourselves in two groups by drawing the mathematical shapes (circles and squares).

- Each one of you should stand by the table marked with the relevant shape and try to name its

own group.

Grandma’s games 46

3. Discuss among each other what are the ways to get

informed about something you do not know, like on how to

play the game "Mosque” which has been played by your

grandmothers.

4. Exchange ideas with the other group and listen what

they have to say.

5. One of the groups goes for a walk with students

mentors. They talk and collect data about the game

"Mosque”, and also take pictures with the web camera.

6. The other group, with the help of the teacher, using

Skype, contacts the previously arranged meeting with some

grandmothers, and has the task to ask as many questions as

possible regarding the game and the rules of the game, and

also show that they are polite during the conversation.

7. After finishing the tasks, both groups should

exchange their impressions from the exercise.

RESULTS

- Using MS Paint, they draw the shapes for the game,

according to what they heard or searched previously.

- We collected stones for the game and draw the space in

shape of a square.

- Everybody carefully listen the teacher’s guidelines

regarding the rules of the game.

- After playing the game, in Word, students had to find the

circles and squares and color them while other shapes to

remain uncolored.

- They check each other completed working sheets.

CONCLUSION

Student conclude that they have managed through playing

the game, to learn polite behavior and how addressing elder

people, correct use of Skype, asking questions that lead to

useful information. They have learned about geometrical

forms and how to recognize them in their surroundings, classify them by color, shape and size.

The game origin The game "Mosque" originates from the region of Tetovo. Irem Ismail’s grandmother shared the game with us. He is a 5

th grade

student class 2 at the Primary School “Ss. Cyril and Methodius” in Skopje

The needed material Five or nine flat round stones, put one over the other, pieces of tiles may also be used which is called a tower. A flat surface where a square is drawn, with one side of 1m, and in the middle a small circle where the stones are positioned. Another line is drawn, at a distance of 2 or 3 meters.

The Game Rules Two teams with a larger number of students (up to

10 students in a team, total of 20 students) can

participate in this game. In the middle of a square

with a side of 1 m, a circle is drawn. In the circle the

round shaped stones or tiles are being placed one on

top of another. At a distance of 2 to 3 meters a line

is drawn. Behind the line there is the team that tries

to demolish the tower (mosque) by rolling a ball on

the ground. The members of this team disperse after

tearing down the tower in order to avoid being hit

by a ball thrown by the opposite team. The other is

waiting on the opposite side. When the tower is

demolished, one student catches the ball and runs

after the other players and hits them one by one.

But there is only one ball and while the student runs

after someone the other students from the opposite

side are trying to rebuild the mosque. The children

that are guarding the tower are calling out the

student with the ball if someone approaches the

tower so it can pass the ball to them. After this, they

hit the player that tries to rebuild the tower.

If the tower gets rebuild the players are calling out

aloud: ‘MOSQUE’ as they are winners of the game.

Grandma’s games 47

TEACHER’S SECTION:

Overcoming the anxiety and fear of not knowing by playing

the game. Developing the memory and logical thinking.

Satisfying the natural need of the children to play games,

thus, making learning easy.

Curriculum context

Mathematics- geometrical forms: square,

sides of a square, area of a square,

perimeter of a square, types of angles – right

angle. Geometric shape: a ball.

Biology, Natural sciences – the stone, as an

integral part of the soil

Native language – expression and creation –

writing an essay about the stone and its

eternal characteristics

Society and History – types of constructions

– old buildings, mosques

Project outputs: e-products

Drawings in Paint

Video of the game in Win Live Movie Maker

Video 2

Game origin – Bing maps

Poems-MS Word

21st

century skills acquired:

• Communication and Collaboration

• Articulating thoughts and ideas clearly and

effectively through speaking and writing

• Demonstrating ability to work effectively

with diverse teams

• Creative and innovative work

ICT competences:

Live MSN – an online collaboration,

exchange information and collect data.

With MS Word working sheets, they may

find round, square shapes and count them.

Draw shapes in Paint.

They use web camera for taking photos.

Using the photos, they can make a power

point presentation with the help of the

mentor students.

They use BING to search the origin of the

different buildings, they can also download

images, text, audio or video materials, and

share them with their friends from different

schools.

Grandma’s games 48

LIST OF Analytical ASSESSMENT

Content: non-standard problem solving tasks

INDICATORS AND EXTENT OF EACH INDICATORS

Indicators 1 2 3

Understanding

of mathematical

ideas in the

tasks

Partial or incorrect

understanding of

mathematical ideas in

the tasks

Understanding the

task, but it is not

explicitly shown in the

solving the problem

Full understanding of

mathematical ideas in

the tasks

Method of

solving

The method of solving is

not suitable, and the

accidentally led to the

exact solution

The method of

solution is not the

best, but leads to a

correct answer

The method of solution

is appropriate

Mathematical

operations

No mistakes in basic

mathematical

operations

No mistakes in

calculating at all

No mistakes in

calculating at all

Arguments for

solving problems

Arguments are not

included for the

decision

Some arguments are

included for the

decision but

incomplete

All the arguments are

included in the

explanations (which are

sometimes appropriate

to the task are simple

schemes and diagrams)

Wholeness

(completeness)

of the resolution

The answer is not

complete: missing

whole parts or no

explanations

The answer is

complete, but the

explanation is not

completely

The answer is complete

with clean, clear and

elegant explanation

Grandma’s games 49

LESSON 11: The GAME -HIDE AND SEEK (Mizi baba)

Key learning: observing, senses, determine psychological and motor skill

Subject and contents: Native language, Mathematics,

Science, Physical education Students’ Grade: 2th

Mentor students’ grade: 5th

Time of realization: Two classes of 40 min

ICT: Bing researcher, Microsoft Office Excel, Skype, MSN,

Мethods - Web Quest, Brainstorm

STUDENTS LEARNING OUTCOMES:

- to enable student describe exterior characteristics through observing the object that

the friend has in the hand;

- to determine and to express the position of his/her friend verbally in relation to the

friends who formed a circle, more precisely to determine the relation inside-outside;

- to obtain new knowledge on the senses of sight, hearing, smell and touch;

- to develop student’s psychological and motor activities: speed, wittiness, endurance,

right and on time reaction, flexibility etc.

STEP 1 - INTRODUCTION IN THE ACTIVITY

In our little neighborhood one of our neighbors has problem with seeing (eye vision). Many

people around us are blind. How do they get by? What other senses they use? Let's close our

eyes and recognize objects without seeing.

Grandma’s games 50

STEP 2 - TASKS FOR THE STUDENTS

Listen the rules of the game Hide and seek, play the game

twice.

1st Group: The object that you have touched draw in Paint

Draw the senses with which he recognized the object in

Paint. Click on the link and read about the senses

2nd Group: In MS Excel with the help of mentors create a

table and write data on the number of items/objects you

have recognized.

Tasks for mentors:

Record with camera and publish a video with Win Live

Move Maker. Support the lower grade students to name,

save and put the files in folders.

STEP 3- RESOURCES FOR THE STUDENTS

A link for all students- Senses

STEP 4 - THE PROCESS The teacher orientates students to take an object from

around the classroom by which they will be recognizable for

their friends. The teacher asks the students which objects

they chose.

Discussion with the students for the shapes of the objects

around them. Students get a task to find all circle objects.

The teacher later gives them a task to take hands and to

form a circle.

Expressing the class aims: description of the objects around them by following certain short questions that are asked by the teacher. For example: When you touch the object, what is it like? Smell the object and describe the smell? Listen to your friend what he/she has to say about his/her object. The teacher asks the following question: Who is holding a circle object? Then the teacher gives instructions for playing the game Mizi baba. Then he asks where is the student who guesses the names of his/her friends with closed eyes? Where will he/she be if s/he steps out of the circle? The

The Game origin The game “MIZI BABA” brought over by grandmother of Gabriela Gelevik a 5th grade class from school of “Braka Ribar” vilage Tabanovce, Kumanovo.

The needed material: tying scarves eye

The Game Rules

The game is played in a way that a child is chosen to close his/her eyes while the others hide. The child who closes the eyes stands next to a wall or a tree, counts to ten or more with covered eyes depending on the children’s age and then he/she says: spit left-spit right, spit in front of me, who is behind me, he or she closes the eyes-I am looking for you...

The other children run away in the closest corners and secret places. The child who had the eyes closed previously is now looking for his friends, and as soon as he/she sees some other child, s/he goes to the place where s/he was counting with the eyes closed at the beginning of the game and spits calling out the name of the child he/she had previously seen.

The hidden children wait for an opportunity to spit at the place where the child who counted with closed eyes was at the beginning-they wait for the child not to be there, run fast, spit and in that way save themselves and all the found children till that moment from being ‘mizi baba’ in the next circle of the game. He/she says: spit for me, spit for all of us to be saved.

The game is played till all the participants are found. The first child who is found and who is not saved by some other child closes the eyes at the next time when the game is played again.

Grandma’s games 51

teacher tells the students to leave the objects out of the circle. Then the student with the smallest object closes his eyes and ties them with a scarf standing inside the circle. The students move left-right holding their hands in a circle, and the student with the eyes closed tries to catch one of them. Then the teacher helps him guess the name of the student s/he catches, but first the caught student has to name the object he was holding previously with a changed voice. The students choose classroom objects they like. All the students one by one say which object they chose (book, pen, eraser, notebook, pencil cases, bags, mobile, colored pencils, drawing block, chalk, chair, key etc.). The students talk to their teachers about the shapes of the objects around them. Some of them remember the circle objects, and after that hold their hands forming a closed line or a circle. - Students answer the questions asked by the teacher holding their hands and forming a circle. After carefully looking at all the objects, the student who is holding the biggest object closes the eyes and guesses who is holding what kind of object. If s/he makes a mistake, the next student continues with guessing with the closed eyes. - Some of the students say that their object has circle parts or it is a circle. They touch it. They start playing the game Mizi baba after the teacher gives them instructions. The student inside the formed circle tries to catch one of the students. After catching somebody, the student needs to guess the name of the object the caught student holds and its shape, and then guess the name of the caught friend. STEP 4- CONCLUSIONS

Students used the senses of hearing, touch, smell and sight,

to develop a sense of empathy (to understand that there are

people who have sight problems)

Students were able to describe objects by observing though

proper expression.

The students accurately determine the mathematical

relation inside - out.

Curriculum Context: -Use of grammar rules -Verbal expression Mathematics - Relations between objects, sets, elements of sets. Science - My senses (eye, ear, nose, touch) - Awareness of senses (hearing-sight-touch) PE- -development of psychological and motor skills

Project outputs: e-products

А Video 1 of the game in Win Live Movie

Maker

Video 2

Students Drawings in MS Paint

A chart in MS Excel

Poem MS Word

21st

century skills acquired:

- Exercising flexibility and willingness to

be helpful in making necessary

compromises to accomplish a common

goal

-Identifying and asking significant

questions that clarify various points of

view and lead to better solutions

ICT competences:

- Drawing the game in Paint

-Putting data in MS Excel

- recording and publishing the video with

Win Live Movie Maker

Grandma’s games 52

EDUCATIONAL LINK

The game Mizi baba - helps students to orientate in a space, to be physically fit and to show

certain abilities, to know the participants and to count till a certain number at the beginning of

the game.

EVALUATION FRAMEWORK

Scale of evaluation Total points

Can be better 2

Good 3 Very good 4 Great 5

Maximum 5

Minimum 2

Individual Labor

The student knows little bit about the rules and partially develop the skills to play the game

The student knows the rules, but can make an effort to develop the skills

The student can apply the rules, achieves results and develops various skills: social, cognitive, emotional

The leader of the group adds new rules within the game, helps others, and knows how to lose, but usually wins

Student 1 Student 2 Student 3

Work within the group

The group may work better as a team

Some students worked actively, but not all of them

All members in the group worked hard, but some worked more than others

The group worked as a team, all of them worked hard

Group 1 Group 2 Group 3

Quality of game

The rules in the game are not respected

The rules in the game are not sufficiently respect

The game is well played, but there are several errors

The game is attractive and well played

Grandma’s games 53

LESSON 12: The GAME Janino, Janino

Key learning: multiply, correct sentence and technique of jumping

Subject and contents: Native language, Math, Art and Physical Education

Students’ Grade: 3rd

Time of realization: Two classes of 40 min

ICT: Paint, Bing, Microsoft Office, Photosynth,MSN

Methods and Techniques: Web Quest and Brainstorm

STUDENTS LEARNING OUTCOMES

- to make correct sentences and to put words in it in the right order;

- students to be able to multiply with number 2 in solving problem tasks;

- to enable students to notice the body line of the objects in a certain space;

- to use the technique of jumping from a certain place and running.

STEP 1 – AN INTRODUCTION TO THE ACTIVITY

From the previously conducted research for the game Janino, Janino, the teacher asks the

students what they found out about this game from their grandmas.

The teacher directs the students how to make a sentence in the right word order.

Grandma’s games 54

STEP 2 - TASKS FOR THE STUDENTS

- The students retell and describe the game rules, how

is it played and where did they got the source of information.

- Students find the nouns in the sentence, correct

sentence (grammar) and the right word order in a sentence.

- Students learn that multiplying is a short addition of

equal multipliers.

- Students start playing the game Janino, Janino using

all the elements of multiplying with number 2.

- While playing the game, they use the basic elements

for high jump.

- In the program Paint, students draw types of lines,

combine and form a drawing with an illustration of the game

Janino, Janino.

STEP 3- RESOURCES FOR THE STUDENTS

A link for all students- Multiplying STEP 4 - THE PROCESS

- The teacher gives instructions to students to divide in

groups and each group to form a union of the same number

of elements, and then to demonstrate as a sum of equal

adding, grouped in two.

- The teacher instructs students that there are different

types of lines and that by combining them a different art

section can be formed.

- The teacher follow, correct and direct students’ work.

Through various questions the students can be evaluated

about the acquired knowledge.

- For homework, students to describe the game Janino,

Janino and the rules of it.

The Game Origin The game “Janino, Janino” brought over by grandmother of Florijan Stojcevski, a 5

th grade class from school of “Ilinden”

village Konopnica, Kriva Palanka.

The needed material: Meadow

The Game Rules:

The children line one after another in a

circle on one meter distance. A child runs

and jumps over another child calling out:

Janino, Janino daj mi slanino (Janino, Janino,

give me bacon). Then s/he continues

jumping over another child calling out the

same sentence as before. One after another

the other jump over the next childr as they

are standing in the line, rotating. This

continues till all the children do the jumping

and the first child who jumped comes. The

game is best played in an open space

(ground or meadow).

Grandma’s games 55

- Mathematics-they write the multiplication table with number 2.

- They finish with the activities planned for the classes. They check the acquired knowledge from the day through some questions asked by the teacher and by the students themselves.

- From the drawings, students make an exhibition and

say what they did and what type of lines they used.

EDUCATIONAL LINK

The game Janino, Janino helps students to show their

endurance, competiveness and motor ability. It also supports

the fighting spirit. The game is called like that after the song

that is sung while the game is played.

Curriculum context

Native language -sentence/word order -Poem -Grammar the Nouns Мathematics -multiplying -adding -subtracting PE -High jump

Project outputs: e-products

3D presentations - Photosynth

Origin of the game – Bing maps

Drawings in the program Paintв

Drama in the MS Word

Poem in MS Word

21st skills acquired:

Provide heretofore-unimaginable opportunities

for conceptual understanding.

Students develop strategies for solving

problems and use appropriate tools for

learning, collaborating, and communicating.

Provide technology-supported learning

opportunities

ICT competences

- Photo presentation in Photosynth -MS Office -recording and publishing a video in Win Live Movie Maker -Making a Bing Map

Grandma’s games 56

EVALUATION Your work in the group will be evaluated based on the following criteria:

Scale of evaluation Total points

Can be better

2 Good 3 Very good 4 Great 5

Maximum

5

Minimum 2

Individual

Labor

Knows little

bit about the

rules and

partially

develop the

skill to play

the game

He knows the

rules, but can

make an

effort to

develop the

skills

Can apply the

rules, achieves

results and

develop various

skills: social,

cognitive,

emotional

Within the

game adds

new rules, the

leader of the

group, helps

others, and

knows how to

lose, but

usually wins

Student 1

Student 2

Student 3

Work of the group

The group

may work

better as a

team

Some

students

worked

actively, but

not all

All members

worked in the

group, but some

worked more

The group

worked as a

team, all

worked hard

Group 1

Group 2

Group 3

Quality of game

In the game

the rules are

not respected

In The game

the rules are

not

sufficiently

respect

The game is well

played but there

are several errors

The game is

attractive and

well played

Grandma’s games 57

LESSON 13: The GAME RING (Prstenche)

Key learning: correct voice pronunciation, shapes, motor skills

Subject and contents: Native language, Mathematics, Art and

Physical Education

Students’ Grade: 1st

Time of realization: Two classes of 40 min

Mentor students’ grade: 6th

ICT: Paint, Bing, Microsoft Office, MSN

Methods and Techniques: Web Quest and Brainstorm

STUDENTS LEARNING OUTCOMES:

- to make a difference and correct pronunciation of voices if they are found in a different

position of the word: at the beginning, in the middle and at the end of the word;

- to identify and name shapes from the nearby environment;

- to show interest in using computers in teaching;

- to observe and explore the environment and noticing different shapes of objects (circle shape);

- to motivate students to take part in games and respect the game rules;

- development of psychological and motor skills.

STEP 1 – AN INTRODUCTION TO THE ACTIVITY

- At the beginning we announce the theme of the day PRSTENCHE (Ring). Teacher gives instructions to students how to play the game Prstenche

- A student holds a ring between the palms of his hands. The student with the ring goes through the hands of the other students holding the ring in that position and secretly leaving it in somebody’s hand. The other children take turns to guess where the ring is left. The game is repeated a couple of times.

- After finishing the game, the student shows the ring to the others and tries to convince them through the technique Brainstorming to say what the ring reminds them of.

- The teacher writes down all the answers on a piece of paper.

Grandma’s games 58

STEP 2 - TASKS FOR THE STUDENTS The teacher divides the students into two groups. 1st group: Students who possessed the ring in the game. 2nd group: Students who didn’t possess the ring in the

game.

- Students from the first group form the word ring, while

the students from the second group revealed the position

of the voice on the subject of the picture and put the image

on the card from the corresponding voice.

- They learn about circular shape of the objects and list the

items that have a circular shape. In the Paint they draw

circles.

- Modeling of various forms with play-doh, developing the

sense of touch

- Students shape the various figures in the form of a circle.

- Tasks for mentor students help in making, attaching and

sending the students’ products via MSN.

STEP 3- RESOURCES FOR THE STUDENTS

A link for all students- Circle

STEP 4 - THE PROCESS

The teacher gives cards with letters to the first group of students, and cards with pictures to the second group. - From the given letters, the first group finds out voices used in the formation of the word PRSTENCHE, and the second group finds out a picture with an object that begins with the needed letter. - Children notice objects with different shape around them, especially in the shape of the ring (prstenche). The teacher explains that different materials can be used in modeling objects in the shape of a circle.

The students play the game Prstenche and give associations of what the ring reminds them of from everyday life.

After the teacher’s instructions, they find their place in the group.

The Game origin The game “PRSTENCE” brought over by grandmother of Despina Stoilkovska, a 1

th grade class from

school of “Ilinden” vilage Konopnica, kriva Palanka.

The needed material: One ring

Rules for the game:

The game is played in a way that all

the children are standing in a semi-

circle with pointed out hands, put one

next to another. A child takes the ring

and puts it between his/her hands.

Then s/he goes from one child to the

next moving his/her hands between

the hands of the friends and leaves

the ring in somebody’s hands. The

other children look very carefully and

try to guess where the ring is left. The

first to guess is a child called out by

the child who originally had the ring in

the hands, and later the children who

are said to have the ring try to guess,

until they really guess who has it. The

one who guesses is the next for game.

Grandma’s games 59

The teacher follows, correct and direct students’ work. Through a couple of questions checks the acquired knowledge from the teaching day. STEP 4- CONCLUSIONS

- The students from the first group form the word PRSTENCHE from the given Letter and the students from the other group reveal the position of the Letter for the object in the photo and put the photo under the letter card for the object. - They notice the circle shape of the objects and say which objects have circle shape. They draw circles in the program Paint. - Play-doh is a material used for shaping, improving the sense of touch. - Students model different forms in the shape of a circle. EDUCATIONAL LINK

The game Prstenche can be connected to computers in a way

that student can draw different types of rings in Paint, they can

send them through e-mails to their friends and save it as a

document at the same time. In MS Excel they can put data

about the number of times a certain student guesses who had

the ring etc. They can also write down poems about rings in

Word.

Curriculum context:

Native language -correct voice pronunciation Mathematics -naming shapes Art -presentation of a drawing in relation to an event Physical education -development of psychological and motor skills

Project outputs: e-products

Drawings in the program Paint

A chart in MS Excel

A video of the game in Movie Maker

Video 2

Origin of the game – Bing maps

21st skills acquired:

-Exercising sound reasoning in

understanding

-Communication and Collaboration

-Possessing a fundamental understanding

of the ethical/legal issues surrounding the

access and use of information

ICT competences

- Drawing in the program Paint -shooting a video and making it in Win Live Movie Maker -Determining a Bing location -Search on Bing the given links and words - Letter recognition in MS word

Grandma’s games 60

Form for tracking student by subject Name of the student______________________ Teacher___________________ Date_____________________ Students are monitored as to achieve the goals set under the standards of the programs by subject.

Subject

Date Note

Native language

Mathematic

Physical Education

Art Education

Grandma’s games 61

CONCLUSION

The curriculum is a cornerstone for achieving the set goals of the project Grandma’s

games, and innovative adoption of technology in these games is a key gateway through which

our schools have managed to get in step with the challenges of the global trends. As you have

seen in our manual, the grandma’s games are applicable for all student ages, as a vicious circle

starts spinning by: kindergarten- recognition of colors, numbers, letters, primary school-

language (expression and creation), mathematics (algebra, geometry, measures), science and

chemistry (natural materials, environment), music, history, mentorship concept (older students

mentors to younger students), high schools -chemistry (composition of materials required for

the game), computer skills, application of computer programming in Universities a grandma’s’

games web site, up to doctoral studies – grandma’s games playing in Kinect - again for

kindergarten kids.

Dear teachers, we do hope you find the manual interesting and in meanwhile enjoyable.

We do hope that this manual will only be the beginning of awakening teachers’ ideas for using

dynamic process of active teaching through innovative use of technology. And, the best way of

achieving this is through the game, like in the past and nowadays.