Παιδαγωγική ομάδα Π.Σ.Π.Θ.:
- Ρώσσιου Ελένη, ΠΕ86 Πληροφορικός
- Γκούβης Νέστορας, ΠΕ04.04 Βιολόγος
- Λαλαγιάννη Αικατερίνη, ΠΕ01, Θεολόγος
- Μαυρίδου Αλεξάνδρα, ΠΕΟ2, Φιλόλογος
- Κούντη Μαρία, ΠΕΟ2, Φιλόλογος
- Πατιώ Μαρία, ΠΕ79.01, Μουσικός
- Σιδηροπούλου Ουρανία, ΠΕ05, Γαλλικής Γλώσσας
- Πολίτου Μαρία, ΠΕ06, Αγγλικής Γλώσσας
- Αδαμίδου Αικατερίνη, ΠΕ06, Αγγλικής Γλώσσας
- Γουναρόπουλος Νικόλαος, ΠΕ03, Μαθηματικός
- Πετρίδου Ελένη, ΠΕ04.01, Φυσικός
- Φωτιάδου Σαπφώ, ΠΕ04.01, Φυσικός
- Φράγκατζης Κωνσταντίνος, ΠΕ88.02, Τεχνολόγος
Το 3-ετές έργο (2018-2021) με τίτλο “Wat.Edu – Water Education for Innovative Enviromental Learning” eστιάζει στην εγρήγορση και ανάπτυξη περιβαλλοντικών δεξιοτήτων των εφήβων ηλικίας 12-14 ετών και των εκπαιδευτικών τους. Κύριος σκοπός είναι η συνεργασία, η πιλοτική δοκιμή και η διαρκώς αυξανόμενη εφαρμογή μιας νέας εμπειρίας, καινοτόμας και σχετικής με το νερό μάθησης. Προσδοκάται οι έφηβοι 12-14 ετών να κατανοήσουν τη σχέση και σύνδεση του νερού με διάφορα αντικείμενα φυσικά, κοινωνικά, τέχνης και τεχνολογίας. Οι συμμετέχουσες χώρες Ελλάδα, Ουγγαρία, Τσεχία και Σλοβενία συμμετέχουν με δυο φορείς, έναν φορέα σχετικό με το αντικείμενο του έργου και ένα σχολείο. Για την Ελλάδα συμμετέχει το Πειραματικό Σχολείο Πανεπιστημίου Θεσσαλονίκης και η ΑΝΑΤΟΛΙΚΗ Α.Ε. Κάθε χώρα έχει αναλάβει έναν τομέα για τον οποίο θα δημιουργήσει εκπαιδευτικό υλικό και όλες οι χώρες θα αξιοποιήσουν τις καινοτόμες δραστηριότητες του υλικού αυτού στην τάξη και στα Water Clubs που θα λειτουργούν εκτός διδακτικού ωραρίου. Ο άξονας της Ελλάδας είναι η Γεωγραφία ενώ οι άλλες χώρες έχουν αναλάβει Βιολογία, Χημεία και Τέχνη. Συντονιστής του έργου είναι το σχολείο Kossuth Lajos Primary School in Szombathely της Ουγγαρίας.
Πράξη Συλλόγου Διδασκόντων Π.Σ.Π.Θ.
ΣΧΕΔΙΟ ΜΑΘΗΜΑΤΟΣ: The Water Cycle
Cognitive field
Cross-curricular lesson plan concerning Music, Geography, Agriculture, Greek language, English language, French language, which additionally exploit Information and Communication Technologies (I.C.T.).
The water cycle is vital to supporting all life on earth. Without it, nothing would grow or survive. Learning about the water cycle can be fun, especially when we provide games and activities to back up key concepts. This lesson plan and set of activities introduces the stages of the water cycle to pupils through Geography, Music, Greek language, English language, French language, Information and Communication Technologies (I.C.T.), so they can see all the different processes at work. The activities can be used to enable pupils to gain a broader picture of why water is essential to life and to raise their awareness about the causes of water shortages locally and internationally.
Music & Greek Language
- Title Discovering the Water Cycle through music: The Water Cycle Rap
- Cognitive field
This interactive lesson will see students learning about the water cycle through music, rhythm and visuals.
- Addressed classes
Α’, B’ and C’ grades of Junior High School
- Teaching objectives or expected results
- Music
After this lesson, students will be able to:
- use the qualities of sounds effectively and express their feelings
- respond to ranges in tone, pitch and expression in the voice
- co-operate and listen to each other
- develop self-confidence in performing with control and expressiveness, through rehearsing and recording
- learn how to rap (ability to fit the lyrics to beat)
- create and perform a rap song concerning the Water Cycle
- record and edit the rap song using Audacity (audio editing software)
- Greek language
After this lesson, students will be able to:
- comprehend the importance of codes in communication with emphasis being placed on the linguistic code
- realize how the medium and the context of communication affect the form and organization of the message being communicated
- experiment with a familiar to them music format that resembles oral communication, identifying similarities and differences in the process
- identify the extra-linguistic elements of the music format and how they can strengthen the message communicated
- strengthen vocabulary by identifying and using words related to the subject matter
- strengthen writing and rewriting skills by having to conform their writing to a pre-determined music pattern
- motivate pre-existing knowledge of linguistic schemata (similes, metaphors, etc) by (a) identifying their use in rap lyrics, and (b) using them themselves in the same context
- Brief description
Music activities
1st Activity- Introduction “How To Rap (Fitting lyrics to a beat)”
To increase student participation and encourage active learning, we introduce them to “How To Rap (Fitting lyrics to a beat)” by listening to the song “Black And Yellow” (a song by the American rapper Wiz Khalifa https://www.youtube.com/watch?v=xR6lFaPTxh0).
A class discussion can encourage students to learn from one another and to articulate course content in their own words. During class discussion pupils bring out themes/points about how to fit lyrics to beats.
2nd Activity- Create your own rap song
Title: “Water Cycle Rap” (based on “Black And Yellow” instrumental -by the American rapper Wiz Khalifa (https://www.youtube.com/watch?v=rS0Ua-j6faI )
Tusks:
- Come up with the “story” of your lyrics
- Decide the structure to your song
- Get to know your beat
- Write a catchy hook or chorus
- Figure out how many bars you have to rap on
- Understand rhyme inside and out
- Write “punchline raps” in reverse
- Organize your lines into a rhyme scheme
- Work on the flow, or delivery, of your lines so that they work together to tell your story
3rd Activity- Rehearsing, performing and recording
- practice your song transitions with the instrumental background music
- record your performance using Audacity (audio editing software)
- edit your song using Audacity (audio editing software)
Greek language activities
1st Activity – Rap singing in context: differences and similarities with oral communication
Students are asked to contribute favourite rap songs. A selection is made, based on potential value of the songs in discussing relevant linguistic schemata in class. A number of issues are raised and discussed in class, such as communication context and codes of communication, form and organization of the message being communicated, similarities and differences between rap music and other forms of oral communication, identification of linguistic schemata found in rap lyrics, as well as extra-linguistic elements being present, etc.
2nd Activity- Bringing the pieces together
In this activity, students are required to work on gathering words relevant to the subject of the lesson, namely, the cycle of water. Students are asked to investigate the specialized vocabulary of related sciences. Moreover, in this activity, students will become acquainted with literary texts of various forms that deal with water in a number of ways.
3rd Activity- Connecting the dots
By capitalizing on the work done in the previous two activities, students will work in teams with the purpose of writing the lyrics for a rap song on the theme of water. These song lyrics will then be gathered, assessed in class, rewritten and -eventually- finalized, based on recommendations from the whole class.
Το “WATER CYCLE RAP” που δημιούργησαν και ηχογράφησαν οι μαθητές/τριες Π.Σ.Π.Θ. (Ιανουάριος-Φεβρουάριος 2019):