Area of a curved trapezoid

Methods, forms, platforms:

• Demonstration

• Rehearsal interview

• Self-assessment

• Memory cards

• Dictionary

• App-Nearpod

Pavadavimo reakcijos druskų tirpaluose

Single displacement reactions in solutions of salts

Methods, forms, platforms:

• Discusion

• Word cloud

• Vocabulary

• Demonstration

Azoto oksidai

Nitrogen oxydes

Methods, forms, platforms:

• Discusion

• Calculations

• Movie

• Schemes

Topic of the lesson:

Korozija

Corrosion

Methods, forms, platforms:

• Discusion

• Youtube

The students selected 2-4 generated images that best correspond to the phrases, and created the task of the math problem for the selected generated image (in English and Lithuanian) At the end of the lesson, they submitted a report. The presentation indicated what phrases they

formulated (in English), images generated by the COPILOT robot and the Created Mathematics problem (Lithuanian and English). This was presented with a brief analysis of the obtained result.

Critical thinking, mathematics, analysis, synthesis, cooperation, AI usage skills and competencies were developed.

Embrace Your Individuality: The Courage to Be Yourself (Reading "The Giver"D by Lois Lowry)

Methods, forms, platforms:

• Brainstorming

• Discussion

• Illustration

• Opinion poll

• App - Mentimeter

Students discuss the topic of individuality: which qualities make a person or thing different from others. They create the word cloud on Mentimeter.

The students discuss the quotes on the theme of individuality in "The Giver" individually, and then the theme of sameness in groups.

The students have their homework illustrations of the episodes in "The Giver". One illustration was made using the internet, and the second was created without any help. The students exhibit their illustrations, and discuss the similarities and differences of (lack) of individuality in art.

Career counsultant Birutė Gudauskienė

While watching the video, answer the following questions:

1. What was the name and origin of the scientist who talked about tectonic plates?

2. What truth was this scientist trying to prove?

3. What was the supercontinent called?

4. What evidence did the scientist use to prove that continents move?

5. What truth was the scientist unable to explain in his theory?

6. Was the theory confirmed by other scientists? Why?

7. How and where did the scientist die?

Geography teacher Birutė Gudauskienė

"Adolescence is a time of significant change, often marked by new experiences and personal exploration. To help teens navigate this period, we conducted a lesson on the legal aspects of being a teenager. A police officer discussed laws, rights, and responsibilities, focusing on common offenses and their consequences. This interactive session sparked further interest, leading to informal discussions and a deeper exploration of the police profession.

1. Metodai informacijai pateikti

• Vaizdinės priemonės – paveikslėliai iš priedo nr. 2 padeda mokiniams vizualiai suvokti temą apie etiketes ir stereotipus.

• Žodinis aiškinimas – mokytoja aiškina stigmatizacijos sąvoką, pateikia pavyzdžių.

• Vaizdo medžiaga – rodomas trumpas filmas „Stop stereotypes and discrimination“, kuris leidžia mokiniams suprasti temą per realų vaizdinį kontekstą.

• Praktinė patirtis – per etikečių žaidimą mokiniai tiesiogiai patiria, kaip veikia stigmatizacija.

2.Metodai, skatinantys aktyvų dalyvavimą

• Grupinis darbas ir žaidimas su etiketėmis leidžia mokiniams bendradarbiauti, išreikšti mintis ne tik žodžiu, bet ir kūrybinę veiklą.

• Diskusijos suteikia galimybę išsakyti savo nuomonę, dalintis patirtimi ir argumentuoti.

 3. „Sužadinimo metodai“

• Etikečių žaidimas stiprina emocinę patirtį – mokiniai išgyvena, kaip jaučiasi žmogus, gavęs „etiketę“. Tai stiprina empatiją ir motyvaciją įsigilinti į temą.

• Filmukas ir paveikslėliai padeda išlaikyti dėmesį, nes pateikiami realūs, aktualūs pavyzdžiai.