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Discover typical dishes in the world: Italy, Spain, France, Finland, England

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Discover typical dishes in the world: Italy, Spain, France, Finland, England

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Chini Alessia

Ciaghi Chiara

Cogo Giulia

Derosas Eleonora

Marcia Ambra

We have chosen to introduce and connect different cultures through food.

Food and the act of eating represent a time of conviviality and sharing and a lesson to be passed on to children.

The aim is to teach children to respect every tradition and culture, to be curious and interested in otherness and diversity.

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Per i docenti

Collaborando e condividendo esperienze, metodologie, buone pratiche e partecipando a percorsi di formazione e riconoscimento con colleghi da tutta Europa

Per le scuole

Attivando un processo di innovazione e internazionalizzazione didattica dell'istituto e migliorando la sinergia tra management e personale docente

Per gli studenti

Amplificando apprendimento, interesse e motivazione degli alunni attraverso uno spazio sicuro di interazione e collaborazione a distanza tra pari

#StoriedieTwinning

Supporto

Scopri le risorse messe a disposizione dalla community eTwinning a livello nazionale ed europeo: kit di progetto, gruppi online, manuali e pubblicazioni, tutorial e corsi online per nuovi iscritti e non solo.

Consulta le FAQ sull'utilizzo della piattaforma: iscrizione, ricerca partner, attivazione e gestione dei progetti. Disponibile anche una sezione per l'orientamento sulla European School Education Platform (ESEP).

Ricevi assistenza diretta attraverso il servizio di helpdesk mail e telefonico messo a disposizione dall'Unità nazionale eTwinning INDIRE per tutti i docenti attivi in Italia.

News

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Ordina per data Ordina per scadenza

Scadenza candidatura: 20/09/2023

Registrazione disponibile

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Skip to content Collaborando e condividendo esperienze, metodologie, buone pratiche e partecipando a percorsi di formazione e riconoscimento con colleghi da tutta Europa Attivando un processo di innovazione e internazionalizzazione didattica dell'istituto e migliorando la sinergia tra management e personale docente Amplificando apprendimento, interesse e motivazione degli alunni attraverso uno spazio sicuro di interazione e collaborazione a distanza tra pari Scopri le risorse messe a disposizione dalla community eTwinning a livello nazionale ed europeo: kit di progetto, gruppi online, manuali e pubblicazioni, tutorial e corsi online per nuovi iscritti e non solo.

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First of all look for an interesting topic and suggest it to your "partners" (you can surf www.etwinning.it).
Then decide together the topic you prefer and the title you like and post them in the column of your group with your name and surname. Explain briefly why you've chosen this project!

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BEST PRACTICES_PRIMARY_ROGATO_LIFE IN A CASTLE

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At the start of the project, you need to organise an activity to introduce the different project partners. This is an essential first step.
INTRODUCTION OF PARTNERS
Select an involving activity, suggest it to your "partners". Then decide together the one you prefer with the digital tool you want to use and post it in the column of your group, with your name and surname. Explain briefly why you've chosen this activity!

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At the beginning of the project the theme and the topic of the project will be introduced.
Select one activity and suggest it to your "partners" . Then decide together the one you prefer and post it here with the number of your group and your surnames. Remember to explain why you've chosen it!

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The added value of eTwinning projects is that it creates classrooms without a wall. Pupils can interact with peers from other European countries and beyond.
COMMUNICATION
Suggest one activity to your "partners" , then decide together the one you prefer (and the tool you want to use) and post it in the column of your group with your name and surname. remember to explain why you've chosen it!

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Collaboration activities are activities which lead to a tangible result. They can be digital products like movies, ebooks, mind maps, slideshows, quizzes, etc. They could also be the results of a forum discussion or an online meeting.
Select an interesting activity, then decide together the one you prefer and post it in the column of your group with your name and surname.

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Integrating technology in the classroom is very important. 

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Integrating technology in the classroom is very important. 

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Here you can find a selection of APPs and Tools for the tasks Introduction, Orientation, Communication:

Learning Apps

Canva

Voki

Bookcreator

Storyjumper

Padlet

Scratch

Prezi

Google Document

Google Jamboard

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At the end of the project, there should be a concluding phase where the project is evaluated by all partners, including pupils and teachers.  Pupils must get the opportunity to give feedback and express their thoughts on the activities and make suggestions. The results of the evaluation will be helpful to create better projects in the future. Select one interesting activity and specify:
what are you assessing?
when?
which tool are you using?
Then post it in the column of your group with your name and surname.

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The project should also be shared in one way or another with different stakeholders inside your own school community.

When the project is over, there is the opportunity to disseminate the outcomes in the different school communities. Sharing project outcomes will also have a positive effect on the growth of eTwinning at the school and the expansion of the eTwinning Team.

Select some interesting activities, at school and online, then decide together the ones you prefer, specify:

which stakeholders are you addressing?

which event/activity are you organizing?

are you informing the local press?

Then post them in the column of your group with your name and surname.

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1) CLICK THE "+" BUTTON IN THE COLUMN NAMED WITH YOUR GROUP NUMBER
2) WRITE YOUR NAME AND SURNAME ; GROUP MEMBERS SHOULD WRITE IN TURNS.
3) EACH POST SHOULD HAVE THE TITLE OR NUMBER OF THE TASK

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1) MEMBERS OF A GROUP SHOULD SPLIT THE TASKS
2) EACH STUDENT SHOULD BE READY TO REPORT ON A TASK IN THE PARALLEL SESSION

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EACH STUDENT SHOULD BE READY TO REPORT ON A TASK IN THE PARALLEL SESSION

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Aldighieri Sara, Allegri Camilla, Angius Sara e Atzori Aurora.
The title of our project is:  food traditions around world.
The topic is our food traditions and our culture too.
We have chosen this topic because we think that it could be interesting to discover other food traditions.
In addition, it is a topic that helps to know each others and to share ideas, favourite food and so on.

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Bonizzato Sara
Bottacini Sara
Fadda Marika
Sartorello Elisa

We are planning some activities on this topic because Christmas is an international holiday, which generally creates a magical atmosphere (for children and for adults as well). For this reason, we think that it could be interesting to discover how different countries celebrate this holiday.

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Puecher Laura, Nardi Marta, Mattivi Sara, Matzeu Elisa, Maxia Bianca

We choose this topic that it talk about 11 goal of agenda 2030 This topic is relevant and actual. The children should be more sensible and aware about their enviroment.

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Topic: Halloween
Arianna Gentilin
Camilla Bocca Corsico Piccolino
Carolina Delogu
Anna Cuccuru

We have decided to choose this theme because it represents a holiday much loved by children and it can unite different countries with different traditions regarding it. We also chose Halloween because it is a holiday that takes place at this time of the year, with many traditions and activities taking place on this day, both in Veneto and in Sardinia.

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Aldighieri Sara, Allegri Camilla, Angius Sara e Atzori Aurora.
In order to introduct ourselves, we believe that we can create a voki avatar.
We have used it during our workshop and it is a motivating tools. The children can enjoy in creating, customizing their avatars.
In addition, the children can add their voice and say something in English. It is an inclusive tools because everyone can communicate.

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Michela Chesini
Francesca Cellana
Alessandra Manca
Marta Maria Luchi
The project is thought for two Year 5 (one in Barcellona and one in Cagliari). Each class will guide their new friends through a virtual trip around their city, showing the most important monuments, the best views, talking about traditional food and popular festivals.
We decided to share this project to give each child the opportunity to talk about his/her own city and to discover a new one through their new friends' eyes. We will use English as vehicular language.

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Bonizzato Sara
Bottacini Sara
Fadda Marika
Sartorello Elisa

We thought that it could be funny and engaging to give pupils the possibility of introducing themselves through an online tool called Canva. Each student will have a personal slide with his/her photo, and he/she will decide how to organize it (images, sentences, photos, ....), this will allow him/her to play an active role in the project!

The teacher will prepare the slides with every student name as the title and the pupils will be free to complete their own as they prefer.

We thought of developing this activity because we think that it's fundamental for each student to express him/herself freely and also we think that using this tool, they can have the opportunity  to develop their technological and digital skills, which are nowadays very important!

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BR 9 Cellana, Chesini, Manca, Luchi
We thought that each group could introduce themselves creating one avatar each (using Voki). Each child will describe him/herself through the avatar, recording his/her voice and providing physical description. Each teacher will do the same. We think that using Voki can be very engaging for the children and it is a great opportunity to use their English.
Each group will learn part of a song which represents the other city. Barcellona will learn "Domo mea" and Cagliari will learn "Barcellona"

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Aldighieri Sara, Allegri Camilla, Angios Sara, Atzori Aurora.
The title of our project is food traditions around the world.
The topic is food traditions and culture of different States in order to know other traditions and food.
Children can ask for and receive from the families, very interesting testimonies of life and of culture.
We think that this project can be proposed in a fifth year of primary school.
We can organize the meeting once a month during the entire school year.

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BR7- Brun Elena,
Buttura Francesca,
Formigaro Luca,
Ferreli Giulia

We choose to use Bookcreator to create a short presention about every partner: every child can costumize his/her owm page, by posting imagines or recording his/her voice. Then they share it with the other partners.
It is simple to use for children and they have the opportunities to practice different skills (listening, reading, writing, speaking) and technological one.

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Title: Kindness Day

Bertini Alice, Berzacola Valentina, Civetta Claudia, Corda Maria Giovanna
We have chosen this topic because on the 13th of November is the World Kindness Day. We think that it could be an important occasion to improve collaboration and inclusion. With this project we would foster social competences. In this way, children can develop caring skills and empathy towards their peers.

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BR2 - Allegrini, Ballarini, Barbone, Biava
We divide the children according to  their nationalities. E.G. African, North Europe, Asian.
They can create a personal avatar, using tool "Voki", in a form of animals and they have to present themselves with the help of  guide voice.
We chose this activity because the tool "Voki" is very involving and the pupils could use their creativity.

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Bonizzato Sara
Bottacini Sara
Fadda Marika
Sartorello Elisa

We have decided to use WordArt for our ice-breaking moment.

Each pupil will think about what comes to his/her mind with the word "Christmas". Afterward he/she will write it down on the computer in the classroom. At the end all that words will create a Christmas Tree (thanks to a function of WordArt).

Thanks to this activity students will be able to feel motivated, to have an active role in the creation of the Christmas tree made by the words and they have also the opportunity to practise their technological skills.
On the other hand, they can also start feeling the Christmas spirit!

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BR7- Brun Elena, Buttura Francesca, Formigaro Luca, Ferreli Giulia. We choose this topic because we think that it can be interesting to children. We believe that every country has its traditional food but food can be something that connect people all around the world. There are lots of way to do breakfast and we are going to discover three different countries traditional breakfast: Indian, Italian, English one.

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Aldighieri Sara, Allegri Camilla, Angius Sara and Atzori Aurora.
A possibile ice-breaking could be a creation of logo which rapresents our country. In our case, an Italy logo.
For example, they create a logo about Italy and they can add the flag of Italy, a photo of pizza or pasta.
Then, the children can vote their favourite one.

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BR8 - Giulia Frontino, Martina Carnevali, Giulia Castaldo, Eleonora Grispu.

We have chosen this topic because it promote inclusion an knowledge of other countries cultures in a very creative way discovering how people enjoy their national festivities.

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BR8 - Giulia Frontino, Martina Carnevali, Giulia Castaldo, Eleonora Grispu.

We can use voki to create an avatar for each school and children add their voice to the avaters to present their countries and motivate why they have chosen this avatar.

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Laura Puecher, Sara Mattivi, Marta Nardi, Elisa Matzeu, Bianca Maxia

Each class shows different pictures or photos of their city/town. This activity is useful to knowing each other.
In this activity children use two different tools:
- bookcreator to present the city/town
- google maps to discover where is the city/town on the map of the world

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Aldighieri Sara, Allegri Camilla, Angius Sara and Atzori Aurora.
We think that communication can be online. In fact, there are tools that they are safe and children can meet on for example Gsuite or Google Meet.
In our experience, children already know these tools and they are able to use them.
It can be motivited and easy for them.
They can share materials and they can work on the same document.

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We thought a very nice way to introduce each country might be to create avatars (for example, using Voki). Using the avatar is a very interesting way because the avatar makes the activity very appealing and fun in the eyes of the children.

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BR 2- Allegrini, Ballarini, Barbone, Biava
The pupils could imitate the sounds of animals in their languages, in fact the sounds are different in according to different countries.
The classmates could repeate the sounds listened and they have to guess the animals.
The other child could answer if it's right or not and he/she could say his/her nationality.
This activity is funny, simple, inclusive and all pupils could partecipate and could improve reciprocal knowning.

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Camilla Bocca Corsico Piccolino
Carolina Delogu
Anna Cuccuru
Arianna Gentilin

https://www.canva.com/design/DAFQP5zbf0U/UXQAlTAFU2wmt68se82vzg/edit?utm_content=DAFQP5zbf0U&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

We have chosen to create this flyer to present our project because it is very engaging, even in the graphics. It allows us to understand that it will be an Etwinning project (therefore in connection with other students from Italy and the world), in which the pupils will face stories and games while having a lot of fun.

Activity: pupils, using ClassDojo for children, can introduce themselves creating an avatar who is a monster. The teacher prints all the avatars and children can stick them on a poster and also add a short presentation of themselves.

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BR8 - Giulia Frontino, Martina Carnevali, Giulia Castaldo, Eleonora Grispu.

Children share their ideas of dance in their and others countries witing a post it on the app Lino. They do it at school using the Lim or the computer of the class. At the end of the brainstorming they can see all the ideas on the board.
In this way they can share ideas and have feedback from peers from other countries and cultures and it improve the awareness of children point of view.

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Aldighieri Sara, Allegri Camilla, Angius Sara and Atzori Aurora.
In order to collaborate with other children, they can create an ebook by using the tool BookCreator.
They can create a book online which can tell their origins, food culture and traditions. In addition, every country can choose a recipe in order to share it with the other countries.
In fact, then they can reply the recipe at home and the children can taste the food with their families.

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BR7- Brun Elena, Buttura Francesca, Formigaro Luca, Ferreli
We choose to create a word wall in which children challenge each others through a quiz game. Every class has to create the quiz about their own breakfast ingredients.
We think about word wall because it is challenging, interesting and motivating for children. It is also user friendly and there are lots of different layouts for quiz games.

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Laura Puecher Marta Narda Sara Mattivi Elisa Matzeu Bianca Maxia

The children riceve a message from Greta Thumberg and they listen to it.
In the message Greta sayes that she doesn't like their city because don't respect the enviroment.
The teacher use "Voki" to create the Greta avatar.
With a game the pupils reflect about the behavior environment friendly or unfriendly.
The teacher creates a game with "Wordwall" where the chidlren link pictures in the right place.

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Camilla Bocca Corsico Piccolino
Arianna Gentilin
Carolina Delogu
Anna Cuccuru

The crossword puzzle: https://learningapps.org/watch?v=p5pwd06x322

We decided to create a first ice-breaking activity using Learning Apps. Children can repeat Halloween words and learn new ones by playing a crossword puzzle, in which they will have to search for the words that will be written underneath with a drawing next to it. In our opinion this activity is very fun and challenging; pupils can help each other and review Halloween words, learning new ones.

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BR8 - Giulia Frontino, Martina Carnevali, Giulia Castaldo, Eleonora Grispu

Using “Google Meet” students meet their European partners and they explain to each others the characteristics of their popular dances related costumes supported by flashcards. They use English to communicate, they can prepare a graphic/interactive  presentation about what they want to share. In this way students improve their English knowledge and, through the direct contact with others students they develop describing skills and we think it will be inclusive and they can support each other through an online meeting.

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Bonizzato Sara
Bottacini Sara
Fadda Marika
Sartorello Elisa

The pupils in each classroom of the different schools are divided into 3 groups and each group has to develop a different topic (Christmas traditional food, Christmas decorations and Christmas songs).

1. "Christmas traditional food" group: it has to chose a traditional recept of the own country and present it with a slide of a Book Creator, named "Christmas Together!"

2. "Christmas decorations" group: it has to think about decorations in its town/city and to present them using another page of the Book Creator "Christmas together!"

3. "Christmas songs" group: it has to chose a Christmas song in its language and then to make a video where the pupils are singing.

The students send the video and the Book Creator "Christmas together" to the other school. The teacher helps them.

With these activities children can develop an intercultural awareness and communicate with students, who are distance from them. Pupils can also feel like protagonist in the experience and in the meantime they have the possibility to think about their traditions and force their identity.

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BR2 - Allegrini, Ballarini, Barbone, Biava
For this activity we think to use Padlet.
When pupils are connected with children of others countries, they draw the shape of animal (e.g cat) on virtual paper. The other child tries to guess writing the animal.
We choose this activity because troughout the animals the children could comunicate together, they know a lot of animals. This is a simple activity that involved all children.

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BR8 - Giulia Frontino, Martina Carnevali, Giulia Castaldo, Eleonora Grispu

Through a video each group of students share his tradition dance and give useful information on how to learn it. Once received the others dances each group try to learn and reproduce the movements in way to share all the traditions in a collective online meeting. At the end all the groups meet each others on Google Meet and share what they have learned and the respective citizen give them feedback.
This meeting turns in the Folkloristic Festival!

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BR 2- Allegrini, Ballarini, Barbone, Biava
For this activity we chose "memory" in "learningapps". We prepare virtual cards where children can find one animal and its "house" (e.g. bat/cave)
We chose this activity because they can use this app when they are connected but also if they are not. They can improve their knowledge about animal world.

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Laura Puecher Marta Narda Sara Mattivi Elisa Matzeu Bianca Maxia

During the meeting the children do a brainstorming with " Mentimeeter" about the elements "enviroment friendly" of the city/town.
Together they reflect about all the most important words.

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BR 9 Cellana, Chesini, Manca, Luchi
Zoom meeting. Each group will sing the other region's song. They then play a Kahoot about each city in order to understand how much they do know about each city.
( in which country is Barcellona? Is Cagliari in the mountain? Is there a river in Barcellona?....). We though to use Kahoot and the children could help us creating the quiz.

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SUMMER TIME
Nicole Benvenuti
Federica Cau
Sara Battistin
Lina Capula

We decided to make a presentation about summer time, because children find this topic very interesting. It is a familiar theme. Also, children of other countries live the summer in different ways, for example in Italy kids don’t go to school from June to September, while in the UK they come back to school in August.

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Camilla Bocca Corsico Piccolino
Carolina Delogu
Anna Cuccuru
Arianna Gentilin

We thought of creating a communication activity with Canva. The teacher creates a diary with a page for each pupil, both from Italy and from other European countries. Each pupil can insert a photo or a drawing of his favorite Halloween costume on his page, adding a sentence in which he says "This is my favorite Halloween costume. It's a ...", with the name of the costume. This activity is very engaging, especially because it allows students to share their customs and traditions, collaborating in the creation of the diary, adding images and drawings even at the same time.

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BR7 - Brun Elena, Buttura Francesca, Formigaro Luca, Ferreli Giulia.
For the forth task we decided to suggest the use of Power Point to describe the recipes from the children own culture. These presentations will be shared using Google Meet. We choose these apps because the children already know these tools and they are able to use them because of pandemic situation.

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Bonizzato Sara
Bottacini Sara
Fedda Marika
Sartorello Elisa

Once the different schools have received the products of the others (E-book and Video about the song), each school has to try to reproduce the decorations, that the other school has  chosen, then to learn the song, that they have watched in the video and to prepare the recipe.

After that the teachers plan an online-meeting (e.g. using zoom, google meeting, ...) in which the classes have to show each other the decorations and the recipe and to sing the songs.

In this way the class demonstrates to the other that they have seen their products and that they've got involved with them. This kind of activity develops intercultural awareness and helps to improve Languages skills. Finally, we also think that it could be a motivation for children to see each other in face.

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Aldighieri Sara, Allegri Camilla, Angius Sara and Atzori Aurora.
We decide to share our project by using the YT videos. We can create a YT public channel of the school. This is an opportunity for students to know each other and to disseminate their recipes in the different school.

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Chini Alessia

Ciaghi Chiara

Cogo Giulia

Derosas Eleonora

Marcia Ambra

Pupils describe the recipe of their country's typical dish by means of a video recording. In this video, pupils read the recipe divided into stages and are also shown the preparation with photos or short video clips.

In the third stage, the political map of their state is hung in the classroom on the blackboard. The teacher pastes many photos of different traditional dishes of the country in the region of origin like pizza on Campania. In turn, pupils put a sticker on the dish they would like to present. In the end, the dish with the most stickers is chosen. The picture of the poster is sent to Etwinning colleagues so they can see the food chosen by the pupils.

Then the pupils, divided into small groups, present a specific step of the recipe, both in terms of ingredients and process. The teacher takes a picture of each step. Then, together with the pupils, a book is created with Book Creator in which the pictures and explanations are included. The link to the presentation is shared with Etwinning colleagues.

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Laura Puecher, Marta Nardi, Sara Mattivi, Elisa Matzeu, Bianca Maxia

This part of the project it is incuraged the collaboration between children.
- The children of every school are divided in pairs and they create a draw about their "ideal city".
- The pupils of the different schools join a meeting on zoom or meet where they show and tell their draws.
Finally the teachers of the two schools use bookcreator to share all the draws with a little description of the children.

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Br9 Cellana, Chesini, Manca, Luchi
Each group will select the most representative monuments, events and food of their own city:
1) They will prepare a Power Point where they describe each topic. The two classes will meet on Zoom and each class will show their city using their presentation.
2) They will also go for a virtual walk with their friends using Google Earth. At the end of each presentation, and during the tour, each group can ask some questions in case they are curious about the new city.
3) Each group will be given the Power Point of the other city. After having printed the slides, the children will organise a poster where all the pictures are connected to each other to help them to think/talk about what they have seen. They will also be invited to add drawings and sentences to comment. The poster will then be shown to the other class at the end of the project.
We thought that a Power Point presentation might be useful while the children are talking about their city. Using Google Earth is even more exciting as it gives the children the chance to "go around" the city as if they were there.

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BR9 Cellana, Chesini, Manca, Luchi
The teachers will create an Escape Room about the two cities, using Genially. In order to succeed the game the children have to answer correctly to the given questions. The game will be played by both groups during a Zoom meeting. The children need to cooperate to solve the escape room.
Genially is an application that allows you to create interactive games and escape rooms. We decided to use this application as it's always very engaging and motivating for the children. We tried to find a way to make them collaborate having great fun.

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BR9 Cellana, Chesini, Manca, Luchi
During the meetings, the teachers will evaluate the whole project, taking into account motivation, collaboration, participation and interaction. After each meeting they will meet in order to understand if the project is working and if there is anything that needs to be changed. Programming should be as flexible as possible.
All the children will also be invited to evaluate the project, creating a cloud with Mentimeter, where they have to give a feedback using 3 adjectives. The cloud will be created by the classes during the la st meeting.
They will also have the chance to talk about the project and give their opinion filling a Google Form and leaving their messages on a dedicated Jamboard. We thought the Jamboard can also be a good solution to keep the two groups in touch regardless of their project.

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BR9 Cellana, Chesini, Manca, Luchi
The project will be widely documented (videos, photos, drawings, interviews) and all the activities will be collected and shared with other schools and classes through an ebook. The ebook will also show some videos ( the 2 groups singing each other songs; links for the games; an interview where the children talk about their experience)

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Chini Alessia, Ciaghi Chiara, Cogo Giulia, Derosas Eleonora, Marcia Ambra              VIRTUAL SNACK

One class, after having randomly chosen (with the extraction of cards) which meal to prepare, begins the preparation following the indications offered by the E-twinning's collegues. The class is divided into groups and everyone has to prepare the same dish.

The students, through an E-twinning's videoconference during the lesson, give a feedback on the preparation and the result. They also expose their opinions, emotions and thoughts about the progress of the activity, answering questions like:

Was the recipe clear?

Were there problems with the preparation?

Did we manage to collaborate?

Was the final result good?

Did the meal taste good?

We chose this activity because it allows you to have a cultural exchange with your friends and also to put your language skills in a reality task. We also think it is interesting to bring into play the dexterity and practicality to make the children learn.

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Bonizzato Sara
Bottacini Sara
Fedda Marika
Sartorello Elisa

Thanks to the last activity, teachers have the opportunity to find out if pupils have understood the content (listening and speaking skills) of the other video, and if they have motivation on the task.

Moreover, pupils will have the opportunity to express their thoughts and suggestions about the project, after the meeting.
In fact, teachers create a Mentimeeter, in which the two classes can express what they think.
In the Mentimeeter there will be two questions:
- What did you like the most?
- What would you have liked to do?
Children will be divided in the three groups, and they have to complete the Mentimeeter.
In this way, teachers have the opportunity to asses if children have liked the project and how they could improve it.

For what concern teachers, it will be useful for them to have a Zoom meeting, in order to discuss strenghts and weaknesses of the project.
They can start the conversation from 3 key words:
- Strenghts
- Weaknesses
- Suggestions

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Bertini Alice, Berzacola Valentina, Civetta Claudia, Corda Maria Giovanna

This project involves Italian and French fifth-grade students of two primary schools.

For this project we decided to collaborate with the pupils of a French class. In this way, English is L2 for everyone.

For the introduction, we plan to use Canva to create a presentation about every child. Each pupil could introduce himself/herself by writing or uploading photos. At the end of the activity, children share, show, and explain to their classmates and European partners their work (with the eTwinning platform). We chose to project this activity because students can make their mates’ acquaintance. In addition, they can improve technological skills.

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Bertini Alice, Berzacola Valentina, Civetta Claudia, Corda Maria Giovanna

During the second activity, children are divided in pairs. They use Voki in order to create classmates’ avatar. Students record their voice to introduce their friends.

In this way, they also develop speaking skills. The Italian and French teachers ask children to think about a kind word to describe their mates. Children note these words on a Mentimeter, so they can see what are the most frequent kind words. At the end of the activity, these words will be written on a piece of paper and then, they will be placed in the “European kindness jar”.

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Bertini Alice, Berzacola Valentina, Civetta Claudia, Corda Maria Giovanna

To strengthen the link between the two European classes we decided to propose the shared reading of the picturebook "Be kind", written by Pat Zietlow Miller and illustrated by Jen Hill.

We think that this book presents many examples of kind words (e.g. kind, smile, thank you, bless you, good afternoon...) and actions related to kindness (e.g. making cookies, paying attention, listening to someone…).

This picturebook says that “We can do small things, but together we can do something that spill out the school, spread throughout town, travel across the country and go all the way around the world”: this could be important for interculturality, because kindness has no boundaries and unites people from all over the world.

Alternatively, we can use a video to tell this story (this is the link: https://www.youtube.com/watch?v=t6NUJ2JZz50 )

At the end of the reading or the video, teachers stimulate shared conversations and reflections. For example, we can start with the question “What does it mean to be kind?”, or “Be kind can change the world. Why?” Teachers should support children’s thinking and communication.

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Bertini Alice, Berzacola Valentina, Civetta Claudia, Corda Maria Giovanna

Students are divided into small groups (4 children for each group). Each group draws two or three pieces of paper from the “European kindness jar” and invent a short story about kindness, using the kind words written on the papers.

Then each group acts the story and creates a video. Students share the video with the children of the other school.

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Bertini Alice, Berzacola Valentina, Civetta Claudia, Corda Maria Giovanna

Students, using Linoit and post-it, give feedback on the videos they’ve seen.

Finally, children work in pairs (Italian child with French child) and they play a memory game on Learning Apps. The memory game is created by the teachers. We think that it would be an important resource for the assessment and it is also very engaging and motivating.

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Bonizzato Sara
Bottacini Sara
Fedda Marika
Sartorello Elisa

To share the project and its outcomes, teacher could make a video which collects the experience.
It will contain photos of children, of their acitvities, and at the end the moment in which the two classes have met on Zoom to sing the song togheter.
Moreover, teacher will do a little interview, with children who would like to do it, in which she will ask them how was the experience.

The video will be uploaded on the school's website, so even other teachers and parents will see it.

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SUMMER TIME
Nicole Benvenuti
Federica Cau
Sara Battistin
Lina Capula

We decided to work with children 10-11 years old. We choose the theme of summertime, because children find this topic very interesting. It is a familiar theme. Also, children of other countries live the summer in different ways, for example in Italy kids don’t go to school from June to September, while in UK they come back to school in August.

In our opinion, summertime is an inclusive theme: every child  enjoys summer in different ways, for example holidays with parents or grandparents, summer camps, going to the beach, lakes, mountains, to the city park etc.. Not every child has the possibility to leave his town for the holidays, so in this way we take in account all kind of activities (e.g. play sports, listening music…etc).

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Nicole Benvenuti
Federica Cau
Sara Battistin
Lina Capula

For this introductive activity, the class goes to the computer classroom. The class group creates a diary that will be present in all activities, using Canva. With this digital diary, class group keep track of all activities. Every child has to create their own avatar, through the use of Voki. So pupils can represent themselves physically and express their interests and hobbies. Children can record their voice and use it for presentation or write a brief text. When they have created an Avatar, they share it with associated class of etwinning.

According to our opinion, this introductive activity is inclusive because it permits the participation of all students. It stimulates creativity and it is not characterized by judgement. Voki motivates children, because it is an interactive way for presenting themself. Every child is enhanced because all can show himself. Furthermore, through this activity, they improve their speaking and writing abilities. Also they develop digital skills, by using apps.

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Nicole Benvenuti
Federica Cau
Sara Battistin
Lina Capula

In the computer room, pupils and teacher use the app “Google Earth”, and through the IWB they explore Italy and its countries. After the vision of Italian landscapes, pupils have to think about how Italian children can spend their summer holidays (ex. Beach, summer camp, mountain ecc.) and they create a Word art cloud with all their ideas.

In small groups they have to use the computers to research pictures of Italy that represent their ideas of summer holidays. At the end they create a little presentation (for example they can use PowerPoint) where each group shares the chosen pictures and the cloud.

When they have completed the presentation they share it with the other class through the use of Etwinning.

Why have we chosen this activity? Because we think that it’s a good way to share ideas and it makes children active during learning. Also with the use of “Google Earth” children can see different landscapes of Italy (we think about Verona, a city near the lake and mountain and Cagliari, a city with a wonderful sea).

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Nicole Benvenuti
Federica Cau
Sara Battistin
Lina Capula

The pupils realize a Book creator with images or drawings of their summer, each image will have a little description. Later they’re gonna meet each other on Goggle Meet and share their experiences, with the help of the Book creator.

Why did we decide to do this activity?

Because it’s motivating, inclusive and all the pupils can participate ( for example if a pupil couldn’t take a picture of what he did on summertime, he could draw.)

Moreover the pictures and the drawing actively engage not only the pupils (they take pictures and bring them at school) but also their family.

For the evaluation we decided to observe the pupil’s presentation, they also are gonna reconstruct the informations of the other class, in this way we can confirm if our students understand what the other class did on summertime.

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Nicole Benvenuti
Federica Cau
Sara Battistin
Lina Capula

Using Genial.ly to create a presentation, each group shares summer vacations classified by location (ie. sea or mountains), activity (ie. summer camp. etc.), people with whom they shared the vacation etc. commenting each slide and specifing where the action took place (ie. on the beach, adding small comments helping theirself with online dictionary or in classroom )

After having discussed on how to classify images, children will create small groups to create the presentation and they will finally bring the whole project together.

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Chini Alessia, Ciaghi Chiara, Cogo Giulia, Derosas Eleonora, Marcia Ambra.

For making the recipe to be sent to other countries, children with the support of the teacher, use apps such as canva or alternatively bookcreator. In this way, the information about the ingredients and steps to be done, will be clear and also made in a creative and engaging way.

Next, to create the video containing the recipe demonstration, the children will use imovie or videomaker. These applications are very immediate and intuitive to use, especially for children of the younger generation who are very familiar with technology.

As was explained above, children will be on video call once the project is completed to share ideas, opinions and comments related to what they have done, and the zoom platform will be used.

To conclude the intervention the children from each country involved in the etwinning project, will play a game the same for all. The teachers will give them a memory, previously created with a specific application. in the memory will appear the names and respective pictures of all the dishes presented and known in these meetings. the children will have to join the figures with the correct spelling in order to check the students' understanding.

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Aldighieri Sara, Allegri Camilla, Angios Sara, Atzori Aurora.
We think that we can evaluate our students at the end of the Etwinning project. We will evaluate the partecipation and collaboration between pupils.
We can propose a self-assessment using Google moduli with some emoticon. In addition, the teacher will use a rubric with some indicators.

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Camilla Bocca Corsico Piccolino
Carolina Delogu
Anna Cuccuru
Arianna Gentilin

A useful activity for the purposes of collaboration could be to create a presentations about Halloween. Children write different Halloween recipes (they can also try to cook them at home and take some pictures/draws) and then the class creates a presentation using Voki in which every children can create an avatar and add his/her own recipe. Then all the members of the project can share their presentations during a Zoom meeting and they will try to recrate some of the recipes after the meeting.

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BR 3-
Nicole Benvenuti
Federica Cau
Sara Battistin
Lina Capula

To evaluate children we think about a simple game like “memory”, using the “Learning apps”. The children have to associate places or landscapes  with their name (ex. The image of the beach with the word “beach”). According to our opinion, we believe that this evaluation can be proposed during the project, after the activity “ice-breaking”.

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BR8 - Giulia Frontino, Martina Carnevali, Giulia Castaldo, Eleonora Grispu

To evaluate the project we propose an assessment from pupils’ point of view and a meeting between teacher of the partners schools to share how the project involve students in each country. At the end of the project, Using the app Wooclap we ask children to express the part of the project they like most and which popular dance the have preferred to discover and learn. They can also say what they don’t like or what they found difficult to do. Teacher meet each other in an online meeting to share their evaluations from the observation of their classes and theiy complete a questionnaire to evaluate potentials and difficulties of the project presented to the students. . Through analisys of their students’ videos they take information about the efficacy and involving level of the activity presented. They also evaluate the project in their country trough observation of children reaction and learning during the diverse phases of the project.

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Allegrini, Ballarini, Barbone e Biava
We want to evaluate the partecipation, collaboration and interaction between pupils after eTwinning project. The tool that we chose is "Mentimeter" because it's simple, immediate and clear. We propose this activity at the end of project.
This activity could be divide in three moments: teacher evalution, self- evalution, peer evalution. Eg. How did you work with your friend?

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Task 1 Topic an d title Animal around the world 

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Task 1 Topic an d title Animal around the world 

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Allegrini, Ballarini, Barbone, Biava
We thought to present a project titled “Animals around the world” because usually children love animals and they are curious abaut them; this topic could involve children that come from different countries because they coud learn something new and at the same time improve their English in a funny way

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BR8 - Giulia Frontino, Martina Carnavali, Giulia Castaldo, Eleonora Grispu

To promote the project in the school community we collect all the videos of the popular dances realized by students and  share them trough an ebook, supported by photos of the process, photos of the posters with the materials drawn and explained by children.
According to the Pincipal we can share the Project on the school website, both with a link to the eTwinning page and with a link in the projects done in the school.
The ebook created by the class is share with other students of the primary school in a special day all together in which involved students present what they have discovered and realized with their European peers.

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BR 7 – Brun Elena, Buttura Francesca, Ferreli Giulia.

After listening to different recipes, children are divided into groups. They have to create a menu on storyJumper or bookcreator for an imaginary bar. Indeed, at the bar there is an international  breakfast menu with new recipes. Each group has to work with a group from one international class (for es. Italian group with Indian group) on a Google meet session. In the breakout rooms they have to create the new recipes starting from some ingredients, which are selected by the teacher.

We think that it is a motivating activity to make children speak to each other and collaborate in an inclusive way. We also think that children can choose if use again the book creator app rather than a new one: storyJumper. In this way we involve them in the project and we take into account their needs an opinion.

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Laura Puecher, Marta Nardi, Sara Mattivi, Elisa Matzeu, Bianca Maxia

During all the project the children create a portfolio with their preferences, reflections.

During all the project the teachers uses a grid  to evaluate the competence of the children: partecipation, interests, motivation, reflection, collaboration, use of the language.

It is evaluated if the children are able to use in different contexts the knowledges they are learnt: the teacher show different pictures of different environments and the children have to reflect and tell which environment is positive and why.

The teachers  give to children  a simple grid and they have to evaluate the project, and they evaluate themselves (partecipation, collaboration, interests, difficulties…)

Suggested tools: canva for the portfolio (learning diaries), google moduli (for the self-evaluation of the children), mentimeeter (evaluation of the project of the class)

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Chini Alessia, Ciaghi Chiara, Cogo Giulia, Derosas Eleonora, Marcia Ambra
At the end of the course children will make memory as a self-assessment of learning.

Students have the opportunity through mentimiter to provide feedback to teachers (SWOT). Indicators could be:

- positive elements

- items for improvement

- what worked best

We decided to propose a reality task because we asked ourselves: why not grade on the preparation of the dish?

In addition, an assessment rubric containing some indicators such as:

- active participation

- motivation

- collaboration with peers

- respect for rules

- consistency of the task

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Camilla Bocca Corsico Piccolino
Carolina Delogu
Anna Cuccuru
Arianna Gentilin

TEACHER EVALUATION

The teacher can assess the whole project, evaluating motivation, collaboration, participation and interaction of every student in every activity they did. To do that, teacher observes what children do in every meeting and also check what children create to see if it respects the tasks.

SELF EVALUATION

After each meeting children can participate to a final activity, using Mentimeter, in which they have to write a word describing the meeting using three adjectives, giving a feedback to the teacher.

PEER EVALUATION

At the end of the project, the teacher gives a questionnaire to the pupils in which they can evaluate how they worked in groups and how their peers worked and collaborated.

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Bertini Alice, Berzacola Valentina, Civetta Claudia, Corda Maria Giovanna

We are addressing our activities to teachers and children that collaborate with eTwinning platform.

We are organizing this project for the word Kindness Day (on the 13th of November). We are informing the local press because it is an interesting theme and it involves everyone. In the picturebook “Be kind” we have found a relevant expression “We can do small things, but together we can do something that spill out the school, spread throughout town, travel across the country and go all the way around the world”.

For this reason, we think that our project can be shared with other partners.

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We think to involve the children’s parents during the project because the pupils have to share with the classmate their summer photos with the associated class of eTwinning.

To include  all the parents and classmates, we decided to let the pupils create an exhibition with the app “virtual art gallery” where they can see all the photos.

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Laura Puecher, Marta Nardi, Sara Mattivi, Elisa Matzeu, Bianca Maxia

Before the beginning the teacher explains  the project to the parents with a video on "youtube". Expecially are shared the aim of the project: it develops different competences and abilities of children like civic skills, the ability to work together, social competences, digital competences.

In the last meeting the parents can partecipate to the zoom meeting with the schools.

Finally, to share the project each class create a book with storyjumper that is uploaded in the website of every scholastic Institute. In this way teachers of other classes, students, parents can know all the phases of the project.

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Allegrini, Ballarini, Barbone, Biava
To share the project we could chose "Storyjumper" and we can put on it some videos, drawing and photos about the project.
The link could be send to the parents and  it could show to the other class. We chose this tool because it's very simple, creative and colourful. We love using it.

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Camilla Bocca Corsico Piccolino
Carolina Delogu
Anna Cuccuru
Arianna Gentilin

The project will be documented using videos, photos and drawings and all the activities will be collected and shared with other classes and schools through an interactive mind map with Mindomo. In the middle of the map there will be the word “Halloween” and around it there will be all the activities connected to the center; clicking on an activity a person will see a brief description and all the photos/videos of the experience.

All the activities will be also collected in a brochure that will be put in the public library, so everyone can see and check it when they want.

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BR7 - Brun Elena, Buttura Francesca,  Ferreli Giulia.

We decided to use an ongoing evaluation.

At the beginning of the project children have to play a memory game (it can be also digital on Wordwall) in which they have to associate the picture of the food to its name. In this way teacher can explore preknowledge about the vocabulary as a sort of pre-evaluation.

At the end of each activity children have to complete a Jamboard, in the first page they can write the things they liked and in the second one what they found difficult. It’s useful for the teacher to adapt the activities to children’s needs.

At the end of the project teacher prepares a Kahoot quiz in which children have to answer the questions about the strength and weak points of entire project. They can also suggest some improvements for the future. Teachers and parents can take part at this quiz, in order to involve all the partners.

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BR7: Brun Elena, Buttura Francesca, Ferreli Giulia.

We decided to share our project with the public, because we think that is useful to show the rest of the world the children and teachers work. Therefore we decided to create a link in the school site to share the materials created during the whole project and we created with the class a video that shows the experiences that the children lived through photos and videos. The video will be shared on Youtube and to the parents during an assembly on the last day of school.

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TASK 7
Chini Alessia
Ciaghi Chiara
Cogo Giulia
Marcia M. T. Ambra

After the project the students create a portfolio about the experience, collecting the materials.

Children are also involved by teachers, through interviews to understand their level of interest.

Together with the teachers, the children also create a youtube class channel in which they will place the video of the recipes they made. This link will then be shared with the other classes in the institute.

The video alternatively can be put on the school website so that parents can also view their children's work product.