“Digital competences and soft skills for a better future” Co-funded by the Erasmus+

Erasmus +KA229 2018/20 Programme of the European Union

PRIMARY SCHOOL OF KALONERI – MIKROKASTRO KOZANI GREECE

School Year: 2018-2019

Subject: Geography with the use of PADLET

Class: 6th

Lesson duration: 90 min

Number of students: 6

Teachers: a)Mitsiou Paraskevi

b)Gkogkou Anastasia

Unit 3: The Earth as a place of human life

Title: “Life in the polar areas”

OBJECTIVES
➢ Τhe pupils are expected to be familiar with the polar areas (which of them are
habitable and which not)
➢ Τhe pupils are going to get to know the basic data concerning the Inuits and the
Lapps that live in these areas. (they are also going to study their way of life and how this
has been differentiated throughout the years)
➢ Τo study the “fauna and the flora” of these regions (toundra and taiga)
➢ Τo understand the existence of the polar day and night.
➢ Τo understand the movement of the Earth around the Sun, the rotation of the Earth
around its axis and how this affects the switching of day and night in different areas.
 “Digital competences and soft skills for a better future” Co-funded by the Erasmus+
Erasmus +KA229 2018/20 Programme of the European Union

INDIVIDUAL OBJECTIVES
➢ To attract the students’ interest in different styles of living among people of different
areas.
➢ To make students more sensitive and more concerned about the common human
needs of life around the world.
➢ To ‘‘grasp’’ the fact that despite the difficult conditions people can manage and
develop an organized way of life.
➢ The students are expected to be familiar with the co-operative way in order το
‘conquer’ knowledge.
➢ To develop the ‘dialogue’ and the critical thinking.
➢ To develop a spirit of co-operation, of belonging to a team and to co-operate well
with their fellow students.
➢ To obtain the ability of using previous knowledge in order to conquer new one.

TECHNOLOGICAL OBJECTIVES
➢ The students are expected to realize the value and the abilities that are provided
during the process of learning by ICT.
➢ To develop a positive attitude to the use of PCs as a working environment and as a
tool of obtaining and processing information.
➢ To use applications of general use such as PADLET.
➢ To practice the basic dexterities of searching and navigating in the internet by using
search engines.
➢ To be able to look for information by using key-words and to evaluate the obtained
information.
➢ To be familiar with specific software and to use what they already know in order to
discover, to understand and consolidate the new knowledge.
➢ To use the internet correctly and with safety during the process of looking for
information.

Teaching materials / methods

• Personal Computers
• Projector – Interactive board
 “Digital competences and soft skills for a better future” Co-funded by the Erasmus+
Erasmus +KA229 2018/20 Programme of the European Union

Software used
a. Word
b. Youtube videos
c. Wikipedia
d. Google – search engine
e. Padlet
f. Worksheets

LESSON PLAN
Step 1
A video presentation with the title: ‘Life in the Poles of Earth’.
Questions – discussion.

In the beginning, as a means of motivation we show a video related to the topic. We

try to raise interest by asking them to guess the topic of the lesson. In that way, our
students grasp an idea in a climate of discussion where they have the chance to talk
about previous knowledge and talk about what they expect to learn.

Step 2
The students are expected to show on a world map the places they saw in the
pictures or in the videos. General information about the places shown by the
students (climate, plants) and reflection of the existence of such extreme
circumstances and conditions.

The children show on a world map the landscapes they have just seen and they
inform us where these belong to (to which countries) and why these are called like
that.

At this point we give general information: that these regions are covered with snow,
about the rays of the Sun and how they get to the Poles, about the temperature that
is always low, that the north polar regions are inhabited, that Antarctica is
uninhabited and that the first regions referred border with the Arctic Ocean.

Video show about the Arctic and the Antarctic.

 “Digital competences and soft skills for a better future” Co-funded by the Erasmus+
Erasmus +KA229 2018/20 Programme of the European Union

Step 3
Revision of abstract words and meanings e.g. the axis of the Earth, the slope of the
axis, rotation of Earth around itself and around the Sun and their connection with
the direction of the solar rays on the surface of the Earth. Results from these
movements.

Seasons – day – night at the Poles.

Demonstration of this movement of the Earth with the use of video on the PC.

For the understanding of these meanings: polar day and polar night we remind our
pupils of the fact that the conceivable axis of the Earth is lateral, that the Earth
completes a rotation around itself within 24 hours and a complete rotation around
the Sun within a year and that the rays of the Sun reach the Poles in a lateral way.

Interconnecting all the above, we explain that depending on the position of the Earth
while rotating around the Sun, for 6 months the north Pole is closer to the Sun and
receives its light and warmth easier than the South Pole.

For the rest 6 months, it is the exact opposite that happens. That natural
phenomenon is because of the lateral inclination of the Earth.

The succession of days and nights happens gradually within a time of 6 months.

Step 4
Flora and Fauna of the polar areas.

Discussion about toundra and taiga.

The pupils get information from the Internet.

Video show about the animals that live there.

Step 5
Discussion and systematization of previous and new knowledge about the Inuits, the
Lapps and their way of life.
 “Digital competences and soft skills for a better future” Co-funded by the Erasmus+
Erasmus +KA229 2018/20 Programme of the European Union

We motivate a discussion about what the students already know about the way of
life of Inuits and Lapps. We systematize all this information by showing pictures with
the use of the powerpoint. (pictures and information concerning for example their
houses, their diet, their clothes, their means of transport)

Step 6
Group Activity

Use of Padlet
We separate our students into two groups and each group is responsible for
gathering information from the internet (texts, photos, videos, presentations etc) for
the life of the Inuits and the others for the Lapps.

Step 7
The two groups are asked to complete on the PC an evaluation form / worksheet.

Evaluation
We evaluate the way our students worked and co-operated with the others.
Secondly we evaluate how our students can be productive in groups, if they get
pleasure from the results of group activity and how they motivate each other.

Teachers’ role
During the educational process we go around directing, facilitating and encouraging
the groups and their work.
More specifically, we have an initiative evaluation (pre-evaluation) by checking the
existence of previous knowledge by asking appropriate questions.
Then we move on to the formative evaluation where we constantly check our
students’ knowledge and their general attitude. We check if the objectives of the
lesson are completed, if our students face up problems and difficulties and how we
can overcome them by using various strategies and methods.
Formative evaluation doesn’t consist of marks and degrees but gives us very clear
and specific information about our students’ progress and that gives us many
elements about the whole educational process.
 “Digital competences and soft skills for a better future” Co-funded by the Erasmus+
Erasmus +KA229 2018/20 Programme of the European Union

Finally, we have the final evaluation where our students present their projects and
we can check out if the targets and the objectives were full filled.
Evaluation facilitates learning and its process and its basic target is to back up
knowledge and give solutions to possible problems and difficulties.