The activity will start with a puppet show.The glove puppet or the puppet will tell us the story of the children's problem situation.

So before you can start your actions you must

1.find or create the character of the story

2.have found pictures of : toy wheelchairs, cardboard high sidewalks, stairs, miniatures of inaccessible buildings, and forest pictures

3. have the following links and questions ready

4. Record your students' answers on the mind map

🚀 Preschool Students

🚀 Development of 21st-Century Skills

🚀 Goal: To cultivate social awareness and encourage action for an inclusive world!

This action plan promotes:

✅ Critical thinking: Analyzing problems and proposing solutions.
✅ Collaboration: Working in teams to find and develop proposals.
✅ Creativity: Developing innovative ideas for sustainable and accessible cities.
✅ Empathy: Understanding the experiences of people with disabilities.

Implementation by Educators

Teachers will:

📌 Divide students into research and proposal development teams.
📌 Organize experiential activities, such as wheelchair mobility simulations.
📌 Present real-life examples of cities with good or poor accessibility.
📌 Guide discussions toward practical solutions, such as designing accessible sidewalks, improving public transportation, and using audible signals at crosswalks.

Final Stage: Creating a Proposal for an Accessible City

Students will create a presentation or a model of a properly accessible city and propose improvements for their local community, connecting learning with real-life applications.

🚀 Goal: To cultivate social awareness and encourage action for an inclusive world!

1. KWHL Chart
   we will complete the diagram

   
   ✔ What we want to know ?

   
   Diagram KWHL : W hat do students want to learn ? - Miro :

2. Step Inside (Put yourself in the place of a person with a disability and describe their experience)
   Instructions for Implementing the "Step Inside" Thinking Routine

   The "Step Inside" thinking routine is a tool that helps students see the world from the perspective of a person with a disability. Through the following hands-on activities, children will understand the daily challenges faced by these individuals, fostering empathy and respect for diversity.

   Implementation Instructions

   🔹 Step 1: Choose an Activity
   Each school selects one or more of the following hands-on activities:

   ✅ Simulating Reduced Vision
   Children move with their eyes closed, guided by a classmate.
   They try to draw or recognize objects without seeing.

   ✅ Simulating Motor Limitations
   Children attempt to move in a wheelchair.
   They try to perform everyday tasks with one hand tied.

   ✅ Hearing & Communication Difficulties
   They play the "speak without speaking" game, trying to communicate using gestures.
   They wear earplugs and try to understand what their friend is saying.

   ✅ Fine Motor Skills Challenges
   They attempt to write their name with their weaker hand.
   They try to button buttons or wear clothes with limited movement.

   🔹 Step 2: Photos & Recording Experiences
   📸 During the activities, take photos of the children participating.
   📝 Record what the children said about their experience in Google Docs.
   📌 Upload the photos to the mental BOARD created by Antigoni.

   🔹 Step 3: Children's Message about Disability & Diversity
   At the end, each school asks the children to express a message based on what they learned.
   ***How did they feel?
   ***What would they like to say to people with disabilities?
   🎨 The messages can be words, drawings, or recordings.

   Collaborative Final Product
   📖 All schools will collaboratively create a digital book or presentation, where we will gather:
   ✅ Photos from the activities.
   ✅ Excerpts from the children's thoughts.
   ✅ Messages from all of us about disability and diversity.

   
   

   
   

   
   

Based on the 11th UN Sustainable Development Goal – Sustainable Cities and Communities

Dear Partners,

As part of our educational program "Little Red Riding Hood and Accessibility in the City," we will be working with the STEM methodology and the 5E model (Engage, Explore, Explain, Elaborate, Evaluate), combining collaborative and inquiry-based activities that focus on thinking routines.

***each team of the program will also take over one part of ther S.T.E.M and they will complete the actionsrated to science technoloy engeeniring and math .All the results of the actions will create a model of a sustainable city.

✅ Introduction to the concept of sound signals, ramps, blind guides.

✅ the Explaining how guide dogs work.

✅ Visits are also made to schools)

goals:

🚀Understanding the concept of slope.

🚀Relating physics to everyday life.

🚀Developing problem solving skills.

How?? Experimenting with Ramps and Cars
  Activity:

• Children place the cardboards at different heights and try to roll cars.

• They notice which incline helps the car roll faster or slower.

• We ask, "What happens when the ramp is steeper? How can we make the car roll slower?"

2. Ramps for Toys and Loads

Activity:

• Children carry objects up the ramp and compare which ones have the most difficulty.

• We ask: "How can we make the ramp easier for our games?"

·         Design and construction of safe paths for all.

·  What does it take for a trail to be safe? B.C. to have no obstacles, to have an appropriate width, to be clean.

·         · We observe natural elements (stones, plants, soil) and human interventions (benches, signs).

·         Use of sensors and sound signals for traffic lights.                      

·         Experimentation with Motion Sensors

Using a simple motion sensor  they will find out how a traffic light can change automatically when someone approaches.

Example for illuminated pavement tiles

·  Take a large piece of cardboard or foam sheet and fold it in half.

• Inside, put two pieces of aluminum foil (one on top, one on the bottom), leaving a little space between them.

·  We create the switch:

• We connect one piece of aluminum foil to the positive pole of the battery and the other to the negative.

• When a child steps on the tile, the two pieces of foil touch and close the circuit, turning on the light bulb

Story - Introduction:

"Little Red Riding Hood wants to visit her grandmother, but she needs to find the easiest and safest route. Can we help her?"

1. Measurement and Size Comparison

Materials:

• Cardboard or building blocks of different sizes

• Masking tape or chalk to mark pathways

• Rulers or ribbons for measurement

Activity:
Children create two different pathways:

• A narrow and uneven one (which is not accessible).

• A wide and smooth one (so Little Red Riding Hood’s grandmother can pass through with her wheelchair).

Discussion Questions:

• Which path is easier for Little Red Riding Hood and her grandmother?

• How can we measure which one is wider?

• What is the best solution to make the city more inclusive for everyone?

2. Creating Patterns: "Building an Accessible Sidewalk"symmetry shapes colors

Materials:

• Colored blocks or paper squares

• Cards with different sidewalk designs (smooth, with obstacles, with ramps)

Activity:

• Children create patterns using their blocks to build a sidewalk that is accessible to all.

• They must alternate colors and shapes to make it uniform.

• They discuss which patterns are better and why.

3. Measuring Distance: "Finding the Best Route"

Materials:

• Ribbons of different lengths

• Cards with images of obstacles (e.g., stairs, ramps, potholes)

Activity:

• Children divide into groups and place ribbons on the floor to show how far or close different routes are for Little Red Riding Hood.

• They calculate which route is the shortest and most accessible.

✅math game -to creayte a safe path from the city yo little red riding Hood's house

✅the Creating a model piece of our own sustainable city

·        This activity encourages children to generate innovative solutions to the problems faced by Little Red Riding Hood's mother and grandmother.

·        For example, designing accessible city models for people with disabilities, developing unique ideas like smart guide robots or elevating ramps for wheelchairs, fosters creativity.

·        Children unleash their imaginations by using different materials and creating unique designs.

Communication:

·        During group work, children share ideas, discuss, and listen to each other.

·        By presenting their designed solutions to the class, they communicate effectively using visual materials and models.

·        They improve their communication skills by giving and receiving feedback during presentations.

Critical Thinking:

·        Children develop critical thinking skills by analyzing the problems in the story of Little Red Riding Hood and questioning their causes.

·        They evaluate the requirements of accessible cities and compare different solution proposals.

·        They interpret results and make inferences by conducting experiments and observations.

Problem Solving:

·        Children define the obstacles faced by Little Red Riding Hood's family as a problem and develop solutions.

·        They improve their problem-solving skills by trying different solutions and evaluating their results.

Engineering Design Skills:

·        Children develop engineering skills by creating designs such as accessible city models, smart guide robots, or wheelchair ramps.

·        They plan, implement, test, and improve the design process.

Empathy:

·        Children empathize by understanding the difficulties faced by individuals with disabilities and putting themselves in their place.

·        By designing accessible cities, they learn to be sensitive to the needs of others.

Scientific Process Skills:

·        They develop scientific process skills such as observing, recording data, conducting experiments, and evaluating results.

·        For example, they apply scientific methods by testing the slope of ramps or experimenting with guidance systems for visually impaired people.

Mathematical Thinking Skills:

·        They use mathematical skills such as recognizing geometric shapes, measuring, programming, and problem-solving.

·        For example, they develop mathematical thinking skills by calculating ramp slopes or making distance measurements to find the shortest and safest route.

Objectives and Indicators

Cognitive Development

Objective 1: Develop problem-solving skills.

Indicators:

Identifies problems and explains their causes.

Generates solutions and evaluates their results.

Produces innovative and creative solutions.

Objective 2: Develop critical thinking skills.

Indicators:

Analyzes and interprets information.

Evaluates different perspectives.

Makes connections between pieces of information.

Motor Development

Objective 3: Develop fine motor skills.

Indicators:

Uses hand skills such as cutting, pasting, and folding.

Manipulates small objects.

Creates models and designs using various materials.

Objective 4: Develop engineering design skills.

Indicators:

Plans and implements the design process.

Develops original solutions with different materials.

Tests and improves designs.

Socio-Emotional Development

Objective 5: Develop empathy and collaboration skills.

Indicators:

Understands the feelings of others and empathizes.

Engages in group work and collaborates.

Expresses ideas and listens to the ideas of others.

Objective 6: Develop communication skills.

Indicators:

Expresses oneself verbally and in writing.

Shares ideas and designs.

Gives presentations and receives feedback.

Science and Mathematics Development

Objective 7: Develop scientific process skills.

Indicators:

Observes and records data.

Conducts experiments and evaluates their results.

Understands and explains scientific concepts.

Performs mathematical operations such as calculating slope and measuring distance.

Objective 8: Develop mathematical thinking skills.

Indicators:

Recognizes and uses geometric shapes.

Performs measurement and calculation.

Uses mathematical methods in problem-solving.

Objective 9: Develop environmental awareness and learn the concept of sustainability.

Indicators:

Identifies the difficulties faced by people with disabilities in the city.

Learns about the arrangements that need to be made in the city for people with disabilities.

Communication Skills:

Objective 10: Express oneself and give presentations.

Indicators:

Presents and explains solutions to the class.

Gives presentations with visuals and models.

Engineering and Design:

Objective 11: Develop innovative and creative solutions.

Indicators:

Designs and implements accessible city models.

Develops innovative solutions for people with disabilities.

Objective: To enable children to connect with the story and help them understand the requirements of accessible cities.

The teacher greets the children using a Little Red Riding Hood puppet.

Puppet: "Hello friends! I'm Little Red Riding Hood! I live with my mother in Fairy Tale Town. My mother has problems with her eyesight, she can't see well. Her biggest dream is to visit my grandmother, who lives in her house in the forest. But the roads, sidewalks, and buildings in our town are not suitable for my mother at all. She feels like she's lost in a labyrinth. Besides, my dear grandmother also uses a wheelchair. So it's very difficult to visit her. Now look at these pictures I took to show you what you see?"look the pdf

(Wait for the students to look at the materials in surprise.)

Puppet: "Now, I will show you a short video showing the difficulties my mother and grandmother are experiencing."

https://www.youtube.com/watch?v=Z3faUGgMsNI

https://www.youtube.com/watch?v=3SzazN2OrsQ

https://www.youtube.com/watch?v=r9Y6XMko9Jc

https://www.youtube.com/watch?v=Xkl9pc_czYk&t=52s

Puppet: "After watching the video, let's talk about how we can remove these obstacles and make my mother and grandmother happy.

·        How do you think my mother and grandmother can cope with these obstacles?

·        What can we do to solve these problems?"

·        "Can we find a solution together?"

·        What arrangements should be made in cities for people with disabilities?"

Objective: To improve students' problem-solving abilities and learn how accessible cities are designed.

Activity:

Science:

·        How do audible signals and controlled roads work for the visually impaired?

·        What features are used in safe city designs for people with disabilities?

Technology:

·        How do smart roads and guide robots work?

·        How are specially designed transportation vehicles developed for people with disabilities?

Engineering:

·        Smart guide robot for the visually impaired: Design of a robot that guides with voice commands and shows safe paths.

·        Elevating ramp or stair lift for wheelchairs: A mechanism that converts stairs into an elevator or ramp system.

·        Smart chair that provides mobility: A chair design that can easily lift individuals with walking disabilities and facilitate movement.

Art:

·        Children draw the designs they develop and make them concrete by painting or modeling with cardboard.

·        Children draw the designs they develop and make them concrete by painting or modeling with cardboard. Additionally, they can draw their designs digitally using the "AutoDraw" website. AutoDraw helps you make your drawings smoother by automatically recognizing them. Students who want to make their drawings more realistic can develop their designs using AI image generators like DALL-E or 3D modeling software like Tinkercad. DALL-E generates realistic images from text descriptions, while Tinkercad allows you to turn 2D drawings into 3D.

Mathematics:

·        Ramp slope and measurement: To understand how ramps with different slopes affect wheelchairs, to make simple length measurements with a ruler, to concretize concepts such as "long", "short", "longer", "shorter" and "sloped", 3 ramps with different slopes made of cardboard or cardboard, toy wheelchairs or toy cars and simple rulers are prepared. Students lower the wheelchair or car from each ramp. They observe how easily or difficult the wheelchair or car moves on each ramp and express their observations with expressions such as "This ramp is very easy!", "This ramp is very difficult!", "This ramp is very steep!". Then, they measure the length and width of each ramp using a ruler, express the measurements with questions such as "How many rulers long is this ramp?", "How many rulers wide is this ramp?", "How steep is this ramp?" and compare the lengths, widths and slopes of the ramps. Finally, they choose which ramp is best for the wheelchair or car and explain their choices with questions such as "Why did you choose this ramp?", "Is this ramp longer than the others?", "Is this ramp steeper than the others?".

·        Signaling and measurement for the visually impaired: To understand the importance of audible signals for the visually impaired, to grasp the meaning of different sounds and signals, to make simple object measurements with a ruler, toys that make different sounds,

Activity:

Presentations: Each child presents the scientific, technological, and engineering ideas they discussed in the "Explore" stage to the class. For example, they can give presentations on how audible signals work, the designs of guide robots, or accessible transportation vehicles. Students who used AutoDraw, Dall-e and Tinkercad in the art activity present these studies.

Digital games related to the subject are played in line with the children's interests.

Objective: To enable students to develop creative solutions for accessible cities and to reinforce their engineering skills.

Activity:

Accessible City Model:

Students create an accessible city model using recycled materials.

Students are divided into two groups:

Group One: This group creates designs that will facilitate the access of visually impaired individuals. For example, they design differently textured roads, audible signaling systems, guide robots, and structures marked with Braille alphabet.

Group Two: This group creates designs that will facilitate the access of individuals using wheelchairs. For example, they design wide and sloped ramps, stairs that turn into elevators, and disabled parking spaces.

Objective: To evaluate and share the knowledge students have gained throughout the process.

Activity:

Presentations: Students present the accessible city model they designed to the class and explain the importance of recycling.

Questions:

·        "What would it be like for Little Red Riding Hood and her mother to live in this city?"

·        "What can we do to create accessible cities in the future?"

EVALUATION

Students present their designed accessible city model and ramp/signaling designs to the class, explaining the importance of their projects on accessibility. The teacher uses various methods to evaluate the knowledge and skills students have acquired throughout the process:

Group Discussion:

The teacher organizes a group discussion with the participation of the students. The following types of questions are asked in the discussion:

·        "What did designing an accessible city teach you?"

·        "What do you think about the difficulties experienced by individuals who use wheelchairs or have visual impairments?"

·        "What can we do to create accessible cities in the future?"

Starting from March 10th, we will begin our second STEM activity titled:

"Little Red Riding Hood and Accessibility in the City."

This activity will start with a puppet show. A glove puppet or another type of puppet will introduce the story and present a problem situation related to accessibility in the city.

(If you don't have a glove puppet or a physical Red Riding Hood character, you can find an image (black and white or colored) in the "Problem Statement" column. You can print and attach it to a craft stick or a clothespin.)

Before you begin, please make sure to:

1️⃣ Find or create the character of the story.
2️⃣ Prepare visual materials, such as:

• Toy wheelchairs

• Cardboard high sidewalks

• Stairs and miniatures of inaccessible buildings

• Forest images
  3️⃣ Have the following links and discussion questions ready.
  4️⃣ Write down your students' answers on the mind map:
  👉 Coggle Mind Map

  *****Τhe mind map will serve as the first column (K - KNOW) of the KWHL chart. It will represent what children already know about disability.

  The entire KWHL chart will be developed collaboratively, using insights gathered from the mind maps to ensure a deeper and more structured understanding.

  This approach will help students visualize and organize their knowledge, making the learning process more interactive and meaningful.

  
  5️⃣ Find more details on the activity in the following link:
  👉 COLUMN :PROBLEM STATEMENT

Looking forward to your contributions and students' insights! 🚀✨

1. KWHL Chart (What we know, what we want to know, how we will find out, what we have learned)

1. KWHL Chart (What we know, what we want to know, how we will find out, what we have learned)
   ✔ What we know: Cities are not easily accessible for people with mobility or other difficulties.
   ✔ What we want to know: How can we make the city more accessible for everyone?
   ✔ How we will find out: We will investigate accessibility issues, analyze videos/images, and discuss solutions.
   ✔ What we have learned: The proposed solutions and necessary interventions for cities.

2. Step Inside (Put yourself in the place of a person with a disability and describe their experience)
   Students will imagine themselves as either Little Red Riding Hood’s mother, who has a visual impairment, or her grandmother, who uses a wheelchair. They will describe the challenges they face in an inaccessible city (e.g., narrow sidewalks, lack of audible traffic signals, absence of ramps).

   
   

For this thematic project, we will follow these steps:

Creating the Heroine

We create Little Red Riding Hood and perform a puppet show – Little Red Riding Hood tells her story to the children. Click here:
https://padlet.com/elisab59/little-red-riding-hood-and-accessibility-in-the-city-6h65ca4u3scvzjf8/wish/LNV1Q7jmlgRNamq3

1.Understanding Problems

We ask the children what they know about the problems the story’s characters face and record their answers in the following link:
https://coggle.it/diagram/Z8LYrmgszG5-9ZmR/t/what-do-the-children-know-about-91ac-4dfe-b45a-f56b85f5aca9

2.Exploring Questions

We ask the children if they would like to learn anything additional and WRITE their questions here:
https://miro.com/app/board/uXjVIX7ZmuI=/

3.Experiential Approach

Through simulation games, children step into the roles of the story’s characters as well as individuals with different types of disabilities. Through these experiential activities, they understand the challenges faced in daily life. We document these moments with photos and upload them to the corresponding board:

https://app.milanote.com/1TON6L1GiuL76e?p=KICTpttEP1A

4.Conclusions & Messages

At the end, we discuss with the children, formulate a message or a general conclusion, and record it in the following document:
https://docs.google.com/document/d/1l6gp8fdxVoNjkKuAVmPoV6taXclmu9ClCUSP_NXUeIw/edit?tab=t.0

SOLUTIONS THROUGH STEM

Problems & Solutions via STEAM

We discuss with the children possible ways to address the challenges faced by people with disabilities using Science, Technology, Engineering, Arts, and Mathematics (STEAM). Each teacher, together with the children, suggests solutions. For assistance, you can refer to the ideas I have recorded in the following document:

https://docs.google.com/document/d/1bt2wOEtkIjPlJdz1G7sYysLYcPe-Ur7Hu8WrLFenmms/edit?tab=t.0

Everything we create must be photographed and uploaded to the Twinboard of the project because all elements will be connected to build a digital city – an accessible city for all!

IF you feel that something need to explain it better feel free to ask !

We are all working based on STEM to find solutions to Little Red Riding Hood’s problems. Everything we create with our students will be uploaded to the TwinBoard.

HOWEVER, FOR THE Collaborative Project: "The City We Dream Of"

Our goal is to build an accessible city for everyone. To achieve this, we will work as a team.

Structure and Work Groups

We have already formed the following teams:
✅ February 🟢
✅ March 🔵
✅ April 🔴
✅ May 🟡

Each team will take on one unit. The units are color-coded:
🟡 Yellow
🔴 Red
🔵 Blue
🟢 Green

Each teacher will choose one of the proposed ideas from their assigned unit and work on its construction with their team.

Uploading & Presenting Creations

🔹 Each team will upload their creations to the designated column, here, on Padlet.
🔹 The upload must include a high-quality photo without a background, so that in the end, everything can be combined into a complete city.

We test different slope angles with toy cars.

This project aims to demonstrate that students can be not only learners but also active contributors in the design process.

Together with the students, we built suitable paths for Little Red Riding Hood's grandmother. We created ramps and bridges where she could travel safely and comfortably with her wheelchair.

We build the house and a door that opens.

 We add ramp for her stroller.