·        Interactive board

·        Experiment in the classroom, showing kettle and beaker boiling time

·        Video showing Boiling

https://www.youtube.com/watch?v=n2v7JaSvI5M

1.     To compare the water boiling time between a beaker and a kettle, by watching the above video and running an experiment in class.

2.     To find out that there is a difference in the final water temperature between the water boiled in the beaker and the one in the kettle.

3.     To learn how to calculate the Energy Efficiency of both the beaker and the kettle.

4.     To learn how much energy (Joules) is needed for 1kg of water to raise its temperature by 1 degree Celsius.

5.     To learn to compare the amount of Useful Energy and the Energy supplied.

6.       Finally, to learn how to solve the Energy Efficiency equation for every boiling utensil.

At the end of the lesson, there is going to be a discussion on the importance of using Low Energy Efficiency Utensils.

·        Solve the Energy Efficiency Equation

·        Comprehend that the more quantity of a liquid to be boiled demands more time, more temperature and of course more amount of Energy.  Evaporation through boiling

·        Find themselves if the utensils they use at home, are Energy Efficiency ones.

·        Tablets

·        QR Code Generator & QR Code Reader App

·        Interactive board notes

·        Google Keep App

·        Google Docs

·        Kahoots

1.     Pupils will select their teams and every team will select “their chief” for the Treasure Hunt game.

2.     They will then be informed of the obligations and the duties of each team member.

3.     They will collaboratively work in teams using the tablets, in order to take part in the treasure hunt game.

4.     They will follow commands-steps in order to run the recipe.

5.     They will “read” the QR codes using their tablets for the recipe running and finally share it on their Google Keep profile.

6.     They will apply the instructions-comments of the recipe.

7.     They will hear a recorded Google Keep command and apply it.

8.     They will make the sweets working in a collaborative way.

9.     They will take photos and store them on their Google Keep profiles, where they will be also visible by the Collaborator-Instructor.

Following specific commands and instructions, they will work in teams and be taught in a game playing way, using at the same time technology, the basic fundamentals of the algorithms and the programming (Computational Thinking). Furthermore, they will use the Google Keep app and “upload” photos so there will be a direct feedback between the teacher and the pupils themselves

At the end of this two-hour lessons teaching procedure, pupils will have comprehended the collaboration procedure through a PC (Computer Supported Collaborative Learning), and will participate in the Treasure Hunt game through Mobile Learning, following particular steps and achieving in this way their introduction into the meaning of the algorithms.

They will also have comprehended the basic fundamentals of the  rule programming and will have their first aspect of the basic commands/instructions of repetition and choice. They will have been acquainted with the QR codes technology and will simultaneously learn the Google Keep and Google Docs applications. Pupils will have worked in teams, using their mobile devices in a funny and innovative way discovering the Mobile Learning, in the context of CSCL (Computer Supported Collaborative Learning) which has been proven to offer multiple benefits to the teaching procedure, both at a cognitive level and at a collaboration quality level, among the pupils.

Finally, pupils will have collaboratively worked in a funny and innovative way.

·        Tablets

·        QR Code Generator & QR Code Reader App

·        Interactive board notes

·        Google Keep App

·        Google Docs

·        Kahoots

1.     To use the Google Keep application, utilizing the phtos they took during the recipe running.

2.     They will create a presentation on the Google Docs, using key words of the basic programming commands, seen on the interactive board.

3.     Every team will prepare the presentation they made during the third lesson.

4.     They will be assessed by the Kahoot application using their tablets.

They will once more use the tablets to upload and insert photos in their presentations, taken by themselves during the recipe running.

At the end of the third lesson pupils will have comprehended the meaning of the algorithms and the basic fundamentals that rule programming. They will know programming key-words, like begin/end, as well as choice commands: if/then/else and repetition ones like while or for. They will have learnt the Google Keep and Google Docs applications. They will experience that technologies such as the above ones, communicate and will see the utility of such communication.

At the end of this four-hour lesson (the one before and this one), pupils will also have comprehended the basic fundamentals of the rule programming and will have their first aspect of the basic commands/instructions of repetition and choice.

They will have been acquainted with the QR codes technology and will simultaneously learn the Google Keep and Google Docs applications.

Pupils will have worked in teams, using their mobile devices in a funny and innovative way discovering the Mobile Learning, in the context of CSCL (Computer Supported Collaborative Learning) which has been proven to offer multiple benefits to the teaching procedure, both at a cognitive level and at a collaboration quality level, among the pupils.

Finally, pupils will have collaboratively worked in a funny and innovative way.

·        “The Magic Kettle” by Andrew Lang, fairy tale audio narration, in English along with a visual image of the tale.

·        https://www.youtube.com/watch?v=PCxO1lTJPfU

http://etc.usf.edu/lit2go/142/the-crimson-fairy-book/5145/the-magic-kettle/

https://www.youtube.com/watch?v=HNHlDLkh634

·        Working sheet

·        Drawing paper

·        Cartons and markers

·        Tablets

1.     To realize that teapot inspired all forms of Art, over the years.

2.     To exercise their listening abilities in the English language.

3.     To exercise their reading abilities in English.

4.       To comprehend a fairy tale written in English, by answering questions based on its content putting them down on their working sheets.

5.       To draw and color teapots on their drawing papers.

6.       Finally, by using their tablets, to draw a teapot applying a specific application on painting.

Afterwards, they will be given tablets on which – working in teams- will also paint teapots using downloaded a special on painting application.

·        Realize that Art has been inspired by the teapot over the years.

·        Teapots have been decorated or painted by artists

·        Fairy tales have included teapot and become very successful.

·        Listening to the English fairy tale, understand, comprehend, narrate and write down their notes.

·        “The Teapot” by Hans Christian Andersen, fairy tale in English.

·        https://www.youtube.com/watch?v=rLZ7Le-5RvM

·        http://visithcandersen.dk/eng-the-tea-pot.htm

·        http://minosathkar.blogspot.gr/2012/10/blog-post_23.html

·        https://www.jigsawexplorer.com/online-jigsaw-puzzle-player.html?url=aHR0cHM6Ly93d3cudHNhaS5nci90c2FpX21vYmkvNjQwL1RBU18yMjMwX0FDLTkwOTguanBn

·        Drawing paper

·        Cartons and markers

1.     To realize that teapot inspired all forms of Art, over the years.

2.     To exercise their listening abilities in the English language.

3.     To exercise their reading abilities in English.

4.       To comprehend a fairy tale written in English, by answering questions based on its content putting them down on their note pads.

5.       To draw and color the fairy tale on their drawing papers.

6.     To complete an electronic puzzle depicting a teapot, on the interactive board.

·        Realize that Art has been inspired by the teapot over the years.

·        Fairy tales have included teapot and become very successful.

·        Fairy tales depict the real life and formulate the positive attitudes in it.

·        Listening to the English fairy tale, understand, comprehend, narrate and write down their notes, improving their English use of language.

·        Electronically depict a teapot on the interactive board.

·        Computers

·        Interactive Board

1. understand the reasoning of successive commands in programming

2. enhance and comprehend the reasoning of repetition

3. understand the reasoning of command orders

4. understand the concept of Procedures in Computer Programming

They are then given explanations and instructions on how to play Lightbot. In Lightbot there is also the concept of Procedures and more detailed explanations are given by the teacher as this concept is a bit more complicated for primary school pupils.

Pupils divided into groups will enter the computers of the computer lab to play the “Minecraft” game, on the www.hourofcode.com, which actually requires these commands to be used. There will be an ICT teacher observing and supporting the whole process. Finally, students will respond on a Kahoot quiz!

·        Computers

·        Interactive Board

1. understand the reasoning of successive commands in programming

2. enhance and comprehend the reasoning of repetition

3. understand the reasoning of command orders

4. understand the blockly commands in programming

Pupils divided into groups will enter the computers of the computer lab to play the “Minecraft” game, on the www.hourofcode.com, which actually requires these commands to be used. There will be an ICT teacher observing and supporting the whole process. Finally, students will respond on a Kahoot quiz!

·        Computers

·        Interactive Board

·        Wall maps

·        https://www.youtube.com/watch?v=ixEcrWzIi30

1.     Locate the basic elements of a map (title, memorandum, scale and orientation)

2.     Recognize what the map scale is and mention its importance.

3.     Compare the map scales of two different maps.

4.     Estimate and calculate the real distance between two points on the map, at a straight line, based on the map scale.

5.       Collaborate in teams in order to solve problems/Verbally communicate talking about the results of their tasks

Pupils divided into teams search different maps in order to find out if every map contains all elements necessary and fill their findings in their worksheets.

2^nd Activity

All pupils are asked to work on the google map, focusing on the map of Greece. Pupils will find out that the more focus we have on a small area the most scale length increases. Pupils fill in their findings in their worksheets.

3^rd Activity

Afterwards, a group of pupils will work on the geography book map, another group will do the same on the Greek wall map and the last one on their Geography school map book (ATLAS). Pupils will find out that the denominator of the scale fraction increases/decreases according to the kind of the map.

Pupils fill in their findings in their worksheets.

4^th Activity

Pupils notice that the map scale is written in two different ways, as follows:

Scale=1: 250.000

Scale= 1/1.200.000

5^th Activity

Pupils calculate real distances using their rulers on their geography maps. They write down the distance in centimeters then convert into meters and then into kilometers, according to the following equation:

Map distance                     1

………………………= …………………………..

Real distance                      X

In the same activity, pupils will be given the real distance between two cities and they will have to find how it is depicted on the map, solving the same equation, and converting kms into meters, centimeters etc.

Pupils divided into groups will fill in the worksheets concerning the above mentioned activities.

·        8 Tablets

·        Interactive Whiteboard

·        P.C.

1.     Become familiar with the concept of temperature and the need to deal with it.

2.     Become familiar with the notion of wind energy

3.     Create a fan using Lego blocks step by step

4.     Program a series of commands on the tablet

5.     Try to change the fan power

6.       Understand the concept of the sensor

EVALUATION

Evaluation indicators:

At the end of this two-hour course pupils will have faced and resolved a problematic situation with the help of technology, IT and robotics.

They will experience the concept of wind energy and some forms of use.

They will be familiar with the Lego WeDo 2.0 environment as well as with the command blocks.

They will create a program (algorithm) to solve a real problem.

They will combine some STEM concepts into a two-hour teaching – science – technology – etc.

They will work in teams and will experience the benefits of group co-operation.

·        8 Tablets

·        Interactive Whiteboard

·        P.C.

1.     Learn how to create robots and unmanned missions in remote and inaccessible locations.

2.     Understand the concept of movement and speed.

3.     Learn how to create robots and unmanned missions in remote and inaccessible locations.

4.     Understand the concept of movement and speed.

5.     Create a step by step robot on Milo using Lego blocks.

6.     Make commands on their tablets

7.     Try to change the speed of the robot

1. Locate objects with the sensor and schedule the robot to respond with a message.

DESCRIPTION

During the course, pupils will be given a problematic situation in order to find a solution and implement it.

They will think as if they were scientists who need to know and explore places and particularly places that cannot be approached. Step by step, pupils, divided into groups of two or three will create a Milo robot using Lego Blocks and then try using tablet and programming commands to put it into operation.

They will install a sensor and create artificial objects so that when the sensor detects them to respond by sending a message. Then they will experience changes in robot speed and response to the new findings according to the instructor’s instructions.

·        At the end of the two-hour course pupils will have faced and resolved a problematic situation with the help of technology, IT and robotics. They will be in the spirit of the problems faced by Nasa scientists and will know the need to create satellites, robots and unmanned missions. They will learn about Mars mission and its evolution as well as its importance in the advancement of science.

·        They will experience the concept of speed but also ways of increasing it.

·        They will be familiar with the Lego WeDo 2.0 environment as well as with the command blocks.

·        They will create a program (algorithm) to solve a real problem.

·        They will combine some STEM concepts into a two-hour teaching – science – technology – etc. Finally, pupils will work in teams and will experience the benefits of group co-operation.

·        8 Tablets

·        Interactive Whiteboard

·        P.C.

1. Understand the concept of forces as well as the concept of opposing forces.

2. Become familiar with the need and way of transporting heavy objects.

3. Create a step-by-step pulling robot using Lego blocks

4. Make commands on the tablet

5. Try to change the speed and power of the robot

6. Experiment with the transfer of objects using different weights and observe/notice the differences.

At the end of the two-hour course pupils will have faced and resolved a problematic situation with the help of technology, IT and robotics. They will enter into the spirit of forces, opposing forces and the way of transporting very heavy objects.

They will experience the need to change the power that each time needs to be exercised in some objects.

They will be familiar with the Lego WeDo 2.0 environment as well as with the command blocks.

They will create a program (algorithm) to solve a real problem.

They will combine some STEM concepts into a two-hour teaching – science – technology – etc.

Pupils will work in teams and will experience the benefits of group co-operation.

·        8 Tablets

·        Interactive Whiteboard

·        P.C.

1.     Understand the concept of forces as well as the concept of opposing forces.

2.     Become familiar with the need and way of transporting heavy objects.

3.     Create a step-by-step pulling robot using Lego blocks

4.     Make commands on the tablet

5.     Try to change the speed and power of the robot

6.     Experiment with the transfer of objects with different weights and observe and notice the differences

1. Play with each other and create Taglines experiencing the concept of Powers.

Step by step pupils, divided into groups of two or three will create a pulling robot using Lego Blocks and then will try using tablets and programming commands to put it into operation. They will place different weight objects within the transport frame and note the different function of the robot. With the help of their teacher, they will conclude why the robot reacts differently but will also identify the need to increase the power of the robot through engine commands. As a result of the previous lesson, pupils will join their robotics and play Tugs and see who and why wins.

At the end of the course pupils will have faced and solved a problematic situation with the help of technology, informatics and robotics. They will enter into the spirit of forces, opposing forces and the way of transporting very heavy objects.

They will experience the need to change the power that each time needs to be exercised in some objects.

They will play, entertain and through Gamification will learn who and why wins in Taglines. (Powers – Science).

They will be familiar with the Lego WeDo 2.0 environment as well as with the command blocks.

They will create a program (algorithm) to solve a real problem.

They will combine some STEM concepts into a two-hour teaching – Science – technology – etc.

The pupils will work in teams and will experience the benefits of group co-operation.

·        Interactive board

·        Note pads

·        How do electric kettles work? – Kitchen Appliance Explained

o   https://www.youtube.com/watch?v=wyYoE4fXKbE

·        Heat Transfer in Electric Kettle

o   https://www.youtube.com/watch?v=-nq5imM4EiE

1.     To notice that the boiling procedure happens because of the coil which is at the bottom of the kettle.

2.     Also, to find out that some kettles have a plate at their bottom but the principle is the same.

3.     Pupils will notice that the coil and the heating element is connected to the electricity and when plugged the kettle will start working.

4.     Pupils will find out that the water next to the heating element is hotter, rises while the cold water falls down to take its place.

They will also be told – while watching – about the molecules motion.

They will also be able to explain why we have this particular motion of the molecules.

·        Interactive board

·        Note pads

·        How to make an electric kettle experiment

https://www.youtube.com/watch?v=u0QhtT7zNHY

1.     To construct a kettle using simple materials

2.       To realize that the kettle is both one of the most usual electrical appliances at home and very easy to construct.

1.     A 9volt battery

2.     Α glass.

3.     2 alligator wires.

4.     Blue tack

5.     Nicki wire.

6.     A pencil to construct the spiral.

7.     Water

·        Interactive board

·        Note pads

·        Why are electric kettles so noisy?

https://www.thenakedscientists.com/articles/questions/why-are-electric-kettles-so-noisy

1.     To realize why kettles, make such noise and where this noise comes from.