A FEW KEY THOUGHTS We think it is important: that the different partners work around the same theme in the same period so that we can compare results. that the timing is strictly kept so that the children never have to wait too long before they get to see the work from the other children. If the material is sent per regular mail, we try to be creative with the wrapping material: e.g. a cardboard roll becomes a rocket, a simple box becomes a planet … especially for the younger children this will be very attractive. that the partners do something with each of the many packages they receive. The tasks should be very interactive: action and reaction. You can find this in the activities. Children in the partner countries should be able to do something with the packages as often as possible. that ICT is a working tool. This will be an extra learning experience for the children. that the activities are an invitation for the children to be creative and undertaking. that the project activities are integrated in the curriculum as much as possible. FOCUS GROUP We think it is a challenge to start the comenius project by combining 2 age groups: todlers (5‐7 years) that will work together with older pupils (10‐12 years). This will offer a number of opportunities for the children to improve their social skills. We also believe that the younger children (we will continue to refer to them as “group 1”) will have different views on things than the pupils in the older group (“group 2”). Rather like the Little Prince himself so to speak. Moreover, the older children will be able to act independently in cases where the children from group 1 would be too young. USE OF THE WEBSITE ‘THELITTLEPRINCE.BE’ ‐The use of the website is very important during the project. All children, teachers, parents, national agencies, can follow up the project. ‐Children also learn to use a website in a creative way: google maps, netiquette (how to use a guestbook in a correct way etc) ‐During the preparatory all partners tried out the use of the website. You can find the manual hereunder (+ already have a look at the website). Structure a. Left side i. Home This is the startpage of the site. ii. News from the Planets Here all countries can submit posts with news from their school, classes, city, country… iii. The project. Here you will find the projectcalendar where you’ll find the planned activities If you are logged in as a teacher, you will also find documents ( application forms, …) iv. About the book Here you can find translations of the book. We still miss the Icelandic and Dutch translations. When you click on ‘information about the book and author’ you can find websitelinks concerning the book and author submitted by the planets. v. Activities Here you find information about the activities. You also find here ‘The map of the Little Prince vi. Pictures Here you find pictures submitted by the planets vii. Weblinks Here you can find weblinks provided by the planets concerning their school, hometown, country… viii. Guestbook Everybody can add an article in the guestbook. ix. Login Here teachers can login. See further. b. Right side i. New A direct link to all 5 recent added articles ii. The Countdown of the fox If I know when you arrive, I can start longing for it. iii. Quotes After every pagechange, a random quote of the book is displayed. How to add something to the website First you need to log in ( log in : ‘xxxxx’, password ‘xxxxx’ ). After you did that, two new buttons will appear.: ‘Add article’ and ‘add weblink’ (the correct passwords are given to the partners on the preparatory visit) a. How to add an article i. Click on ‘Add article’ ii. Fill in the title of your article iii. Write the article. Under the article you see Image (here you can add an image to you article, see further), pagebreak ( not really necessary ) and Read more ( This is interesting if you add a longer article By clicking this button after a certain line you can split the text in two. The reader has then to click on the ‘read more’-button to read further). iv. Choose the right section ( f.e. News from the planet ) v. Choose the right category ( f.e. News from Romania ) vi. Click on the right upper side on ‘save’ b. How to add a weblink i. Click on ‘add a weblink’ ii. Give a name to the link. For instance: ’The website of our school’ iii. Select the category. You can only choose between your country and ‘information on the book and author’ iv. Paste the URL v. Give a brief description. F.e. ‘This is the website of our school. Check the 'Fotogalerij' where you can look at the pictures of recent events.’ vi. Click on ‘Published’ vii. Click on ‘Save’ b. How to add photos on the website i. Go to www.google.com ii. Login in at right top corner (‘Sign in’) iii. Login with emailadress ‘xxxxxxx’ and password ‘xxxxxx’) (the correct passwords are given to the partners on the preparatory visit) iv. Click at the left top ‘More’ and choose ‘Photos’ v. Choose ‘upload’ vi. Choose ‘ create a new album’ vii. Choose a title for your album, fill in the date, give a brief description. You don’t need to add the location but be sure that you select ‘public’ at the bottom viii. Choose ‘Continue’ ix. Choose ‘ add pictures’ and select the pictures you want to upload. x. Choose ‘Upload’ It is preferable that you choose the smallest size on the right How to add a picture to an article It needs a few steps in order to add a picture to an article you wish to submit to the website. 1. Click on ‘image’ at the left bottom of the editor 2. A new window will appear. Choose at the bottom for ‘upload’ and browse to the picture you wish to upload. Be sure to resize the picture first so that you do not upload picture with a size that is to big. 3. Select ‘ start upload’. The picture will now be uploaded to the directory that is shown above the text ‘image url’ 4. Select from this directory now the picture that you wish to add to the article. 5. Choose for ‘upload’ at the right top. 6. Now the image is displayed in the article. Moving your mouse to the corners, you can change the size of the picture TEACHING THE STORY A simple version of the story is taught. Alternate story telling, 2 characters that play a part, showing a power point presentation with original drawings. The oldest children can compare the different languages. WORKING INTERACTIVELY FROM WELL‐KNOWN QUOTES AND WELL‐KNOWNS Group 1 = toddlers (5‐7 years old) QUOTE Chapter 21 “To you, I am nothing more than a fox like a hundred thousand other foxes. But if you tame me, then we shall need each other. “ group 2 = pupils 10‐12 years CHARACTER FROM THE ACTION STORY Activity within each partner school. Often already interactive between the different age groups. Presentation of the school ‐Every school is a ‘planet’. The little prince travels from planet to planet. During the project we call the partner schools, planets. ‐Every school makes a package to send to all partners. This package contains material, texts (English),... to present the own school, area, country. Every school is free to make his own package. There is no compulsory way of presentation (e.g. rockets), but we make it attractive for children. REACTION All partner schools ‐present the partner schools to the children ‐build up a Comenius wall with all information and documentation from the others. ‐Putting pictures of the ‘walls’ on the website. Chapter 21 “It is only with the heart that one can see rightly; What is essential is invisible to the eye. “ ‐pupils from Group 2 draw “an object” in a boa constrictor ‐ reaction in their own school: pupils from Group 1 guess what is in it. Read for more explanation at page 27 at ‘activity 6’ Chapter 21 "It is the time you have wasted for your rose that makes your rose so important." Chapter 21 “I shall know the sound of a step that will be different from all the others. Other steps send me hurrying back underneath the ground. Yours will call me, like music, out of my burrow.” Chapter 21 “If, for example, you come at four o'clock in the afternoon, then at three o'clock I shall begin to be happy.” “I shall know the sound of a step that will be different from all the others. Other steps send me hurrying back Consider: ‐chapter 1 and 2: look at drawings from the book, explain, understand, enjoy Create: Flower seeds will be sent to the other partners. Flowers will be grown. Read for more explanation at page 31 at ‘activity 8’ Find a strophe to the song: ‘You’ve got a friend’ in me. Read for more explanation at page 33 at ‘activity 9’ ‐ Pupils in the partner countries receive 5 drawings from all the other countries (“hats” or boa constrictors in which something is hidden). ‐ The children will guess what is hidden in it. The answers will be published on the website. ‐ Afterwards the transparent boa constrictors will be published as well. ‐ Reactions will again be published on the website. Grow flowers from the partner schools. Learn the strophes in the mother tongue of the partner schools + record them + send them to each other to listen to. Msn with webcam Skype The children will see and hear each other. Eggietalk: communicate through icons. A child friendly programme. www.eggietalk.com Read for more The children will read messages from the children from the other partner schools and will react to them. explanation at page 36 at ‘activity 11’ underneath the ground. Yours will call me, like music, out of my burrow” Chapter 10 “It is against etiquette to yawn in the presence of a king.” Chapter 21: "Men have no more time to understand anything. They buy things all ready made at the shops. But there is no shop anywhere where one can buy friendship, and so men have no friends any more. If you want a friend, tame me . . ." Chapter 15 "But you‐‐you come from far away! You are an explorer! You shall describe your planet to me!" Chapter 15 The sixth planet was ten times larger than the last one. It was inhabited by an old gentleman who wrote voluminous books Give reactions to the Each school will start website. from the character of the king and will do something creative with it: e.g. a play, animation, comic book. Dictionary: “to tame” can also mean “to understand each other’s language”. We make a dictionary in which we include: ‐ numbers, colors, … ‐ a lot of words from the story (e.g. prince, little prince, star, greetings, sun, rose…) Read for more explanation at page 29 at ‘activity 7’ Working with google maps: Add pictures from one’s own neighbourhood to the site. Read for more explanation at page 37 at ‘activity 12’ Travelling book Read for more explanation at page 35 at ‘activity 10’ To add drawings and words in the common dictionary. The words will be recorded during the first meeting in the project + will be put on the website afterwards. All children will be able to listen to and repeat the words in the different languages. React to the pictures. ACTIVITY: BOA CONSTICTOR: IT IS ONLY WITH THE HEART THAT ONE CAN SEE RIGHTLY; WHAT IS ESSENTIAL IS INVISIBLE TO THE EYE. 1. CONSIDER GOALS WHAT Show 2 drawings and ask the pupils if they Think and talk about the creative and dramatic remember what was drawn expression of others. Chapter 1 and 2: read aloud in group 2 and tell in group 1 + look at drawings, explain, understand and enjoy Classroom discussion on the content: boa constrictors adults don’t always understand your drawings? Older and younger children are sitting in a snake of lycra. (see: http://en.wikipedia.org/wiki/Ernesto_Neto) The comments can be written down on the website so that children can share it with the others. 2. CREATE WHAT GOALS Have a discussion about art: talk about the vision of the artist + share your feelings and thoughts up Experience that people have on looking at the artwork. different thoughts on different things. Dare give an opinion on artful creations. To share the different ideas of the children. They will feel closely related to the children from other countries. Through this process of getting familiar with different ideas, the children will question their own way of thinking and perceiving things and maybe come to different views. We hope to raise a feeling of respect with the children. Pupils from Group 2 draw “an object” in a boa constrictor They hide the object in a funny hat: they put a new drawing paper on top of it and draw the new shape. Then they paint this new shape. Reactions in your own school: the pupils from group 1 (toddlers) guess what is in the hats. Within each school 5 hats are chosen and are numbered 1 to 5. They are colour copied and send to all schools. Each partner school receives the same 5 colour copies. The children in the partner schools guess what is hidden in the hats. On the website you will see what the children guessed. The colour copies of the original drawings are sent to each other so that they can be hung next to the hats on the Comenius wall. Learning‐to‐learn skill: to follow a ‘progressive scheme’ (an action plan). To dare to appeal to your imagination and fantasy. To enjoy creating an imaginary world. To dare improvise. To choose a form that reflects the purpose of the assignment well. Space: being able to use the size of the drawing paper functionally (10.4). Line: to illustrate the connection between form and function (11.6). Deal with images in a musical way: deduce the hidden object from a shape. To be able to set criteria on how to chose. To enjoy guessing what the artists from other countries meant. All children of the school + colleagues + the school board + possibly parents can admire the results. ACTIVITY: DICTIONARY: Men have no more time to understand anything. They buy things all ready made at the shops. But there is no shop anywhere where one can buy friendship, and so men have no friends any more. IF YOU WANT A FRIEND, TAME ME ‘To tame’ can also mean ‘to understand each other’s language’ It is fun for the children to see and hear the words in the language of the other partners … and who knows, to repeat. The six partner schools will try to get the children interested in learning other languages by giving them an illustrated dictionary. It will contain words (from the children’s world or from the story ‘the little prince’) in the six different languages. 1. OUR OBJECTIVES Making a dictionary is great fun!! But there is more. We have some goals to achieve: - Experiencing the importance and pleasures of learning a foreign language. - Creating a feeling of friendship and solidarity with European children. 2. WHAT ‐The dictionary will consist of a selection of words (see hereunder) in English + a matching drawing. Each page contains one word. The coordinating school sends each partner 1/6 of the pages. The children then draw the word (or something that matches). ‐Teachers bring the pages to the first meeting where the words are written in the mother tongue of all partners. ‐When all the translations are added the coordinators make sure that: - all partner get two colour copies. That way the dictionary can be copied in black and white for all the children. Afterwards each child can colour its own dictionary. - that the dictionary is put on the website. During our first meeting we can record the words to put on the website. The correct pronunciation can then be listened to on the webpage. 3. WORDS Here you can see an overview of the words we will use… Europe COUNTRY + FLAG Iceland, Spain, Estonia, Romania, Belgium (Flanders), Italy (Sicily) SCHOOL GREETINGS, hello, good morning, good night, goodbye FAMILY, father, mother, brother, sister, grandfather, grandmother, uncle, aunt NUMBERS, one, two, three, four, five, six, seven, eight, nine, ten MONTHS, January, February, March, April, May, June, July, August, September, October, November, December COLOURS, red, blue, yellow, green, grey, brown, black, white BODY, arms, head, torso, legs ANIMALS, cat, dog, bird, fish THE LITTLE PRINCE prince, princes, king, queen, planet, star, rose, ACTIVITY: SEEDS IT IS THE TIME YOU HAVE WASTED FOR YOUR ROSE THAT MAKES YOUR ROSE SO IMPORTANT In the first project meeting of the second project year all partners bring a little bag with seeds of flowers to each country. The children will plant the seeds either in the classroom or outside. Some tips are added: how much water? sunlight? should they be thinned out? how close should they be planted? Each month a picture is taken of the little plant. These pictures will be put on the website so that the children from the other countries can watch the seeds grow as well. The partner school can then guess which flower the children are growing. At the end of the growth period, the school that sent the seed is asked to let the others know the name of the flower. GOALS When taking care of plants and animals, the children can perform the basic tasks independently. (7.13) Children can experience first‐hand that there are many comparisons and differences between flowers (from different countries). (7.4 and 7.5) Children experience and understand that each human individual, each animal and each plant goes through different developmental stages (7.9). EXTRA POSSIBILITY 1 All partners receive the same seeds (or plants of flower bulbs) four times. The children grow the same flower 4 times in different circumstances: without light; ( scientific part of the activity) without warmth; ( scientific part of the activity) without air (under a glass bell like in The Little Prince); ( scientific part of the activity) and under “normal” circumstances, following the instructions. ( with the words ) ( emotional part of the activity ) (http://www.masaru-emoto.net/english/e_ome_home.html ) (Each country grows all seeds but only choose one country for the scientific part. ) Maybe children will ask if we can kill the plant by putting it in the dark. This can open a discussion. ‘What do we need to live’... the answers can come on the website GOALS The children are encouraged to conduct simple scientific experiments. The children will discover, after having experimented, what a flower or plant needs to survive. EXTRA POSSIBILITY 2 Let the children say how they want to grow. For instance: I want to grow fast, happy, … You can make little bags ( like you can buy in shops ), the words can also be put in it. On the bag you can write how to take care of the flower. This bag can be sent to all of the countries. Doing philosophy: the flowers are accompanied by a sentence or a word. Children can express how this word will ‘grow’ by a text or drawings. ACTIVITY: MUSIC I SHALL KNOW THE SOUND OF A STEP THAT WILL BE DIFFERENT FROM ALL THE OTHERS. OTHER STEPS SEND ME HURRYING BACK UNDERNEATH THE GROUND. YOURS WILL CALL ME, LIKE MUSIC, OUT OF MY BURROW 1. CONSIDER WHAT GOALS Children listen (and watch) to Randy Newman’s ‘you’ve got a friend in me’, the intro song to toy story. You can find it on the website www.thelittleprince.be – activities – the song of the little prince. You will also find here a midi‐file to accompany the song The children enjoy the song. The children experience and put to words the idea that music is an international language, much the same as friendship. You've got a friend in me You've got a friend in me When the road looks rough ahead And you're miles and miles From your nice warm bed Just remember what your old pal said Boy, you've got a friend in me You've got a friend in me You've got a friend in me You've got a friend in me You've got troubles, well I've got 'em too There isn't anything I wouldn't do for you We stick together and we see it through You've got a friend in me You've got a friend in me Some other folks might be A little bit smarter than I am Bigger and stronger too Maybe But none of them will ever love you the way I do It's me and you And as the years go by Boys, our friendship will never die You're gonna see It's our destiny You've got a friend in me You've got a friend in me You've got a friend in me 2. CREATE The children learn the first strophe of the English version of the song. WHAT GOALS Find a strophe to the song: ‘You’ve got a friend’ in me. All countries add 1 strophe in their mother tongue. To be creative and write a personal strophe about friendship to the melody of “you’ve got a friend in me”. Each partner country sends the lyrics of the personal strophe to the others + translation in English + possibly a recorded version of the strophe in which the lyrics are pronounced very slowly? Children learn the strophes in the mother tongue of the partner schools + maybe also accompanied with instruments? The children discover the pleasure of the learning another language. The results will be recorded on DVD and dispatched to the different countries. Being curious about and enjoying the results of the other children and countries. The children are motivated to learn the strophe in other languages. ACTIVITY: TRAVELLING BOOK GOALS - To establish a relation between parents and children through reading ‘The Little Prince’ - To be creative and to work together (parents and children) elaborating a new version of the original book. WHAT‐HOW IT WORKS 1. Underline different quotations from the original version of ‘The Little Prince’ that can be represented. 2. Give this out between parents, let them choose the quote they would like to represent ( by drawing, collage or any other creative idea ). Ask parents to send their part and show it to the rest of the children. Ask children how they made the picture why they have chosen that specific quote. 3. As soon you have got as much representations as children in your classroom the book can be build up. 4. Show in your school the different books created by children and parents. 5. Send books to different partner schools. MATERIALS - Cards, papers, recycle material, paint, glue, etc,… ACTIVITY: EGGIETALK GOALS - To communicate between different countries without any language barrier. - To use ICT and icons to set up a communication between children. WHAT‐HOW IT WORKS 1. Each schools registrate themselves at www.eggietalk.com 2. Via Eggietalk children can communicate safely without any knowledge of foreign languages. In the last meeting of the first project year the coordinating school will demonstrate to the partners how this works. 3. Children write brief messages where they present themselves and write something down about their hobbies. 4. They answer the mails they receive from other children. 5. MATERIALS - A computer with internet connection, a free eggietalk account. ACTIVITY: WORKING WITH THE GOOGLE MAPS GOALS - To use ICT to explore the own region and to expose it to the partner schools. - Get acquainted with points of interest of the regions of the partner schools WHAT‐HOW IT WORKS 1. For every country a googlemap is made. You can find this maps on our website www.thelittleprince.be under’Activities’ ‐ ‘The map of the Little Prince’. In the first coordinators meeting will be shown by the Belgian coordinators how to upload material to this maps. 2. Children from infant school will explore the surroundings of the school. They will have a walk in the neighborhood of the school with a digital camera and will take pictures of themselves, the school, the surroundings. 3. Each infantschool will add this pictures to the Google‐map. So that in the classroom children can look to the schools and neighborhoods of the other countries using the website. 4. Children of the primary school will indicate on their googlemap places of interest of their city and country. They will put flags on these points of interest, add a link to a picture of this place of interest and add a small text with a brief explanation. After this is done, all children from other countries can have a look at the main points of interests via the website www.thelittleprince.be. A test version of the Belgian map can be seen on the website www.thelittleprince.be under’Activities’‐‘The map of the Little Prince’‐ test version of the Belgian map. 5. Just as the little prince does, they can fly from country to country to discover new horizons. MATERIALS - Computer with internet connection, Google Earth, digital camera Partnership and distribution of tasks All partners are involved in all activities. They do not only participate in all activities, they also react on all the material that is sent. As is the case with each project, we need co-ordinators in each partner school: - Spain: Janet and Ana Maria - Romania: Elena and Lili Estland: Viive Belgium: Joost and Anne Sicily: Roberta Iceland: Gudrun If the project is approved, we would also like to assign tasks in each partner school like: - Follow-up of the evaluation moments during the project. - For each program component a responsible per school is assigned - There is also one responsible for the website (In the preparatory visit we explained how to add content to the website www.thelittleprince.be ). - The coordinator of each school looks if all activities are being held at the right time. Nevertheless it is very important that all colleagues involved actively participate in the activities and the brainstorming. A task assignment will be done within each school. After the project is approved we will also assign tasks to all different partners. Estonia will follow up the evaluation. Belgium will take care of the website and ‘control’ the general task assignment. Cooperation and communication In order to obtain effective cooperation and communication a strict timetable has been made so that everybody knows when material has to be sent. At a regular base content to the website is added. This website (www.thelittleprince.be) is made with Joomla. This is a web 2.0 application. This means that it is very easy for the partners to add text, reports, evaluation inquiries, pictures,... Children can use the guestbook to communicate. In the second year we will work with Eggietalk. This is a webbased mailapplication that makes it easy for children to communicate without language barrier . They communicate with icons and symbols. Several video conferences are planned. We will use MSN and a webcam to let children communicate with each other. Of course coordinators and teachers will use mail to communicate. Educational activities Approx. starting date 09/09 09/09 09/09 09/09 10/09 11/09 01/10 02/10 02/10 05/10 05/10 09/10 Activity/mobility description Making of the package of your own planet ( =country ) to present it to the other planets Presentation of all planets (=countries) with the material we sent to each other Every school sends a book of ‘the Little Prince’ in the local language. Older children will compare the different languages and will learn that people from different countries read the same things Ict: Use of the website (started already in the preparatory visit) Literature: Presentation of the story of ‘the little prince’ Start of the ‘travelling book’ Start of the dictionary Meeting 1 (evaluation, planning, recording the words of the dictionary) Start ‘Boa Constrictor’ Meeting 2 Ict: MSN / skype: contact between 2 partner schools (from now on: several times during the 2 years) Meeting 3 (evaluation, planning, google maps, eggietalk, exchanging seeds) Exhibition of ‘the travelling book’ of all country’s Ict: Presentation of the neighbourhood of the school, the own city, country with google maps Destination country (for mobility only) Which partners involved all all all all all Spain Romania or Sicily Estonia all all all Each time 2 partner schools all all all 09/10 10/10 11/10 12/10 01/11 05/11 To plant or to sow seeds (flowers) Ict: Eggietalk (from now on: several times) Meeting 4 Being creative around ‘kings, queens, princes, princesses’ (play, animation, comic book,…) Song: ‘You’ve got a friend in me’: Making a strophe in the native tongue + learning the song in all languages Meeting 5 (evaluation, farewell) all Each time 2 partner schools all all Iceland all Belgium all Number of pupils and staff involved in the partnership in each of the participating organisations Name of participating organisation Country Basisschool Immaculata Alftamyrarskoli Paistu School Ciudad infantile Mirabal Istituto comprensivo di Tusa Scoala “Tudor Vladimirescu” Belgium Iceland Estonia Spain Italy Romania Total nr of pupils involved 160 140 30 150 626 100 Total nr of staff involved 11 8 5 8 107 10 Expected results, including products if relevant Nr 1 Approx. date During the whole project 2 09/09 3 4 10/09 5 11 / 09 6 02/10 7 02/10 8 05/10 9 05/10 10 10/10 11 11/10 12 11/10 12 02/11 13 05/11 14 All Description Results on the website www.thelittleprince.be (e.g. digital results of the activities, pictures, guestbook,…) -Each school makes and gets a package from all partners with the presentation of their school and area The Comenius partnership will open the door to Europe for both our teachers and pupils and make it possible for them to get to know more about each other. -Each school builds up a ‘Comenius wall’: permanent exhibition about the comenius project: a starry sky. All partner schools will be represented by a planet. -The quotes (+well-known drawings of the book) will be written on large placards and put on display at the school gates so that passers can see them. These placards will be changed regularly, depending on the activities of the moment. Ict: the dictionary comes on the website: children can listen to (and repeat) the words in all languages. They enjoy to learn the foreign languages. All children receive a dictionary: children experience the importance and pleasures of learning a foreign language Ict: From now on, children get contact with children of one or another partner school: MSN, skype + webcam Exhibition with results of the ‘boa-constrictor’-activity: children experience that children in the other countries can speak the same language (of fantasy) by drawings Exhibition of the ‘travelling books’ of all country’s: parents of all schools were, are involved Ict: From now on children get contact with the children of one or another partner school: eggietalk From now on children follow up the growing of the seeds: in the own country and in the partners schools ICT: Creation of an own Googlemap and present the other googlemaps to the children. Results of the ‘kings’-activity: children are fascinated of the creativity of the partners + give reactions Children in all countries can sing the common song ‘you’ve got a friend in me’ in all languages: creating a feeling of friendship and solidarity with European children. It is interesting and important for the teachers meetings -to get to know each other’s conditions, work and methods -to share ideas Visiting each other (+being visited) is an excellent way to unite the Europeans and make them more tolerant and understanding.
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