eTwinning Project
Project name
Is my river friendly?
Issue
Fluvial enviroments
Abstrac
This project aims to compare different european rivers. It
doesn't matter if they are big or little ones. At the same
time, we'll work about several matters such the quality of
water, the fauna, the flora, the climate, the leisure
activities... I don't want to forget the disabled, so all the
students will be welcome, even if they have got handicaps.
Though I refer to rivers, in case a school which take part in
the project doesn't have any river, but it has a lake, sea or
something similar, we will compare its aquatic surface.
Involved subjects
As a physical education teacher who enjoys outdoor
activities, the main way to learn something about every
river will be by walking, by cycling or even by kayaking, if
it's possible.
Needless to say that we use the internet and the TICs in
order to find out more details about our rivers. That's the
reason why one of the involved subjects is informatics. The
other ones are, besides English language,
Natural
sciences and Geography.
Ages
The project is aimed to pupils between 15 and 19 years old.
Assessment
The project will be evaluated with different rubrics
according with the different activities, as we'll know further
in this document.
Languages
English.
Tools to colaborate with the partners
The main tool will be the Twinspace of eTwinning. Many
advantages can be found in these platform, like chat, mail,
wall and a dairy.
We also can use Skipe once in a blue moon, if it's necessary.
Goals
The project aims to:
1. Help students to compare the different aquatic
enviromental.
2. Respect: no differences between disabled people and
normal people.
3. Improve the quality of teaching approach through the
exchange of ideas, collaboration, cooperation and
creativity.
4. Increase students knowledge about their river.
5. Increase students knowledge about the river the rest
of the partners.
6. Increase students knowledge of language and cultural
diversity in the EU
7. Image the ideal river.
8. Develop students' creativity
9. Develop abilities of working in teams
10.
Motivate pupils to use English through the
practice of the four skills: listening, speaking, reading
and writing
11.
Develop ICT skills through the use of different
softwares and platforms
12.
Develop students critical thinking through the
project evaluation.
Contents
Outdoor activities surrounding the river.
Analysis of the quality of the water.
Fauna y Flora surrounding the river.
Dealing with disabled people.
TICS and tools 2.0
English language.
Assessment criteria
We'll use this rubric in order to evaluate the project on its
whole:
He/She
knows
the river
He/She
differenci
ates
He/She
respects
0
No
knowledg
e about
the river
Nothing
1
On the
internet
2
Besides,
walking
The
flowers
Besides,
the trees
Nothing
and
nobody
Only the Besides,
things
the
animals
and
the
plants
Only
With
no
email and problem
youtube
He/She
In no way
uses the
ITCs tools
3
Besides,
doing
kayaking
o cycling
Besides,
the birds
Besides,
the rest of
people
In
a
imaginati
ve
and
creative
He/She
speaks
English
way
Only with Only with With
all With
the
his/her
the
fluency
person
group of participan and
who
is friends
ts in the property
next
to
project
him/her
The students will pass the project if they get at least 9
points.
Metodology
As we are going to see, there'll be four activities, one per
phase, and the learning method in every one is different.
Pha
se
1
2
Approach
Introducing
Working in
mixed groups
Contest
Creating
Learning
method
Individual work
Information
gathering
Comparative
studies
Collaborative
creation
Activity
Who am I?
What is it?
Which is the
best?
Here you are
Four phases:
1. Introduce the participants. We can use a Padlet in
order to do that. Every member will present himself,
and the are able to use images, infographics, vdeos...
whatever they want.
2. Working in mixed groups (groups with students from all
the schools). Every group will be in charge of a
different issue of the river. Subsequently, a video will
be produced by every group, and the product will be
share with the rest of groups.
3. After a poll, the students will choose the ideal features
in a river.
4. Finally, a video will be made in order to create the
ideal river with the ideal features.
Students will develop activities suggested in the project,
always with the supervision of several school teachers
(according to the area involved). In spite of all the activities
will be developed in groups, the project will be evaluated
individually.
It is aimed that all the groups can take advantage of the
rest of the groups' products to increase and improve their
own product.
The students will develop their work during school time. It`s
though that it will be necessary one hour a week in order to
search the objectives. In no way the project will become an
extra task to do at home. In case the project would need
more time, the responsible increase the hour to work in the
project at school.
Schedule
From september 2016 to may 2017
First phase: September and October 2016.
Second phase: from November 2016 to February
2017.
Third phase: From March to May 2017.
The calendar of activities will be created by all the teachers
involved in teh project
TICs
Paddlet, to write the welcome messages.
Doodle, in order to choose the best parts of every
river.
Youtube, to see edited videos.
Pinnacle or Movie Maker or another video editor.
Tools Web 2.0, such as Genially, Emaze, Mindomo, Voki
o Powtoon.
Final product
It will be a video, which last about 15'-20'. It will show us
the perfect river. For example, if there's two partners in
the project, the distribution of the time would be:
TIM
E
15''
30''
9'
PRESENTATION
Project
Schools (15'' /school)
The nine sections of every river, with 30'' for
every school
9 sections x 30'' per presentation x 2 schools =
9'
4'30' The ideal river (30'' per section)
'
15''
Farewell
14'3 TOTAL
0''
Diffusion of the project
We can share throught Dropbox. We will assure that every
school will receive its copy.
Besides, the responsible of every school will be in charge
that the local press know about the project.
Assessment
of
the
Final
Dissemination of the project
The
copies of
0
Aren't
distribute
1
Arrives to
the
product
2
Besides,
the
and
the
3
Besides, it
is
the video
responsibl
e of the
project in
every
school
principal
of every
school
gets
his/her
copy
The local Doesn't
At least
Besides,
press
know
one
at least
anything
newspape one radio
r
broadcast
publishes s the
an article notice
The final is boring Can
be Is
product
and
watched
interestin
difficult to with
no g
and
understan problem
easy
to
d
understan
d
uploaded
to the
every
school's
web
Besides,
at least
one tv
speaks
about it
Give
us
very
useful
informatio
n
The responsible of the project will consider that the
pedagogical objectives have been succeeded if it get at
least 5 points
