Helga Kraljik

Ankica Šarić

AIMS:
Develop learners’ ability to write a personal narrative (beginning–middle–end) using topic vocabulary about climate change.
Increase awareness of local impacts of climate change by connecting global climate issues to learners’ own lives and communities.
LEARNING OUTCOMES:
Describe specific ways climate change affects their daily life, family, or community.
Organize a narrative story with a clear beginning, middle, and end using correct structure and linking expressions.
Evaluate peers’ stories using a checklist (peer assessment criteria) and provide constructive feedback.

STEP 1 — Reading & Understanding  
Share the two story links with students:1. Read the stories:
Links: https://www.wateraid.org/uk/stories/climate-whiplash and https://www.vedantu.com/stories/environment
Give students time to read (individually or in pairs). 
What climate event is described (floods, drought, storms, heat)?
Who is affected?
What changed in their daily routine?
How do they feel?

STEP 2 — Students write their story: How climate change affects me / my family / my community.

Task instructions for students (in Canva):
Create one-page story (poster / A4 / presentation slide/comic).
Write the story in 3 parts:
Beginning: Where do you live? What was life like before?
Middle: What climate change effects are happening now? (heat, floods, drought, storms)
End: How does this affect relationships/traditions/feelings? What do you hope for the future?

Students must include:
Specific example(s) (e.g., heat waves, floods, water shortages).
Daily life impact (school, work, farming, sports, travel, family routines).
Traditions/relationships impact (celebrations, gatherings, community support).
Feelings (fear, frustration, sadness, worry, hope).

Useful phrases:
“In recent years, I’ve noticed…”
“We used to…, but now…”
“Because of the heat/floods, we can’t…”
“This makes my family/community feel…”
“I worry about…, but I hope…”

STEP 3 — Students present their Canva story (1 minute).

Group members ask 1 short question:
“How did it change your daily routine?”
“How did people in your community react?”

STEP 4 — Students assess one peer’s story using the checklist. 
https://www.canva.com/design/DAG-B4nJ0t4/m6pyffwNlGxgDj0JX2TQfw/view?utm_content=DAG-B4nJ0t4&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink&mode=preview
Students must also write one positive comment + one suggestion.

Gotov materijal

Climate Change Storytelling

sustainability

AIMS:
Developing awareness of sustainability by identifying everyday eco-friendly actions related to waste, energy, and water use.
Practising communicating sustainability ideas by creating and presenting a structured one-pager with visuals, key terms, and a meaningful quote.
LEARNING OUTCOMES:
Identify at least 6 sustainable practices connected to real-life situations (home, school, town).  
Create and organize a sustainability one-pager including all required elements (boxes, keywords, quote, visuals) in a clear layout.  
Present and justify selected sustainable actions using at least 3 reasons/examples. 
Step 1 — Introduction
Show sample one-pagers (templates/examples). Students will create a one-pager about sustainable practices in their lives.
What does sustainability mean? Why is it important?
How can we reduce waste at home/school?
How can we save energy?
How can we save water?
Step 2 —One-pager structure and the required parts (based on the template)
Step 3 — Brainstorming ideas individually or in pairs. The teacher creates an “Idea Bank” on the board, if necessary. 
Step 4 — One-pager Creation: On paper or digitally
Step 5 — Peer Feedback
Each student gives feedback using:   ⭐ One thing I like… 🔧 One thing to improve…
Step 6 — Student presentations 
Students must include in their presentations:
Introduce topic: What is your one-pager about, and why is it important?
Explain one example from each section:
Reduce Waste (1 action)
Save Energy (1 action)
Water Conservation (1 action)
Mention home/school/town practices.
Read/paraphrase their quote and explain why they chose it.
End with 2–3 keywords.
Step 7 — Formative Assessment
Exit ticket: Ss add their contributions to a one joint one-pager. 
https://www.canva.com/design/DAG-CBhrXq8/YuYC4XwJ-iIrkJQ__O3-1Q/edit?utm_content=DAG-CBhrXq8&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Sustainability in My Life – A One-Pager Project

Željka Brezni

Lernziele Nach der Stunde können die Schüler*innen …
Wünsche und Neujahrsvorsätze formulieren und diese schriftlich festhalten.
Beispiele für nachhaltiges Handeln erkennen und in eigene Wünsche/Vorsätze integrieren.
Arbeitsblätter von Mitschüler*innen bewerten und konstruktives Feedback geben.
1. Einstieg (5 Min.)
Kurzes Gespräch im Plenum:
Was wünscht man sich zu Weihnachten / Neujahr?
Was bedeutet „gute Wünsche”?
Arbeitsblatt austeilen und kurz erklären.

2. Wünsche schreiben (10–15 Min.)
Die Schüler*innen füllen das Arbeitsblatt aus und schreiben Wünsche für:
Schule
Familie / Freunde
Menschen, die Hilfe brauchen
die Welt

3. Nachhaltigkeit einbauen (5–10 Min.)
Die Lehrkraft erklärt kurz den Begriff Nachhaltigkeit (einfach):
Umwelt schützen
weniger Müll
Energie und Wasser sparen
fair handeln / teilen

4. Peer-Feedback / Vršnjačko vrednovanje (10 Min.)
Die Schüler*innen arbeiten in Paaren.
Aufgabe:
Partner*in liest das Arbeitsblatt.
Er / sie markiert alle Wünsche und Vorsätze, die mit Nachhaltigkeit zu tun haben (z.B. 🌱 / Stern / grün).
Danach kurzes Gespräch im Paar:

5. Abschluss (2–3 Min.)
 Ein „Top-Wunsch” der Klasse wird gewählt.

https://www.canva.com/design/DAG-CU6MPBg/rPJFHzjtsDWxyWcfReaXIQ/edit?utm_content=DAG-CU6MPBg&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Frohe Festtage

weihnachten

AIMS: 
Develop critical thinking about holiday-season sustainability by identifying and correcting common myths with clear, evidence-based explanations. 
Strengthen creative communication and collaboration by designing a festive A5 “myth vs truth” page and sharing/feedbacking respectfully on a shared Canva whiteboard. 
OUTCOMES Identify a holiday sustainability myth and summarize it accurately in writing. 
Explain why the myth is not true, using a short, clear sustainability-focused reason connected to the holiday season. 
Create a festive A5 visual (myth + truth + simple decoration) and evaluate a peer’s work by posting a short sticky-note comment (agree/disagree + why). 
1) “Today we will challenge holiday sustainability myths and share our work online.” Show the Canva whiteboard (project/screen share) and where they will upload photos and sticky notes. 
2) Pick a myth: Students select one myth (from the wheel or the provided list). Wheel: https://wheelofnames.com/bmm-fxc Rule reminder: No changing the myth. English only. 
3) T shows students a model: Myth: (one sentence) Truth: (1–2 short sentences: why it’s not true + holiday link) Add small decoration ideas (tree, star, snowflakes, 2–3 colours). 
4) Create the A5 page: Copy the myth exactly. Write a short truth/explanation (clear + holiday sustainability connection). Add simple festive decoration. Teacher monitors to make sure that the text is short and clear. 
5) Students take a photo of their A5 page. Upload under the holiday tree area on the Canva whiteboard. 
6) Each student adds sticky notes next to other students' myth providing feedback: “I agree / I disagree because…” (1–2 short sentences) 
7) Optionally: Students present briefly: Read myth → say truth → show decoration idea. The teacher enforces respectful listening and keeps time. 
8) Wrap-up: “What is one small sustainable holiday action you will try this year?” 
Example Canva white board: https://www.canva.com/design/DAG8DulUU4w/04PEEe6b6SwrTV7VuxQ1dQ/edit?utm_content=DAG8DulUU4w&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Holiday Season Sustainability Myth Activity

sustainability-myth

Valerija Stipetić

Jasminka Bosanac

Materijal je namijenjen učiteljima Engleskog jezika osnovnih škola i sadrži pripremu za dva nastavna sata u 7. razredu za obradu, uvježbavanje i ponavljanje vokabulara vezanog uz zabavu, oblike zabave i uspoređivanje načina zabave nekada i danas. Sadrži tekst za jezične vježbe čitanja, govorenja i pisanja uz primjenu glagolskih vremena Present Simple, Past Simple i izraza ''used to''.

Nastavnička priprema

Let me entertain you (Past Simple vs. Present Simple; used to)

present-simple-vs-pa

Sanja Jelaković Kühner

1) Odabrati idiom (na engleskom / njemačkom / talijanskom – prema dogovoru u timu). - pdf u prilogu (prijedlog)
2) Promisliti i proučiti:  “literal version” – doslovno shvaćanje idioma (smiješna situacija / nesporazum).
3) U zadnjem kadru/posljednjem frame-u otkriti pravo značenje idioma.
4) Sve prikazati kao kratku animaciju u Canvi: (likovi i tekst se pojavljuju kroz frameove / stranice).
5) Rad u zajedničkom Canva linku: svi učenici rade u istoj zajedničkoj prezentaciji (jedan link za cijeli razred); svaki učenik/par dobiva svoj slide/strip (npr. 1–4 stranice) i uređuje samo svoj dio.
Predložak: https://www.canva.com/design/DAGzsT4gXAE/nHjB8DsgDdxmO4c5m3NEuQ/view?utm_content=DAGzsT4gXAE&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink&mode=preview
Primjer višejezičnog zajedničkog rezultata rada: https://www.canva.com/design/DAGztPV4aug/dN2EMg3QwlXohHK1k9J-bw/watch?utm_content=DAGztPV4aug&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h3e5afebdb6
6) Peer feedback:
Nakon izrade, svaki učenik daje povratnu informaciju za radove drugih učenika.

EN: Idiom Twist! DE: Redewendungs-Twist! IT: Twist dei modi di dire!

literal-vs-meaning

ALAN LABUS

Aims:
engaging students in structured online discussion about AR/VR topics using the Silent Debate method on Kialo Edu. 
developing critical thinking and communication skills through evidence-based pro/con argumentation and respectful rebuttals. 
raising awareness of AR/VR opportunities and risks in education, society, and future professions (VET context). 
Learning outcomes:
to explain key AR/VR applications and relevance for learning and work contexts. 
to evaluate a debate thesis by rating its relevance/veracity and justifying the rating with reasoning. 
to construct clear pro/con claims supported by evidence (examples, facts, or logical arguments). 
to respond to opposing arguments by writing respectful rebuttals and comments within a structured debate thread.

1) How to implement the Kialo Edu Silent Debate in class (or in an international webinar)
hoose debate topics / theses
Use AR/VR-related statements such as: “Virtual Reality should replace traditional classroom learning.” ; “AR and VR technologies pose a serious threat to personal privacy.”; “Immersive VR games do more harm than good to young people.”

2) Create the Kialo Edu debate(s); Create one debate per team OR one common debate with assigned roles.
Turn on:
ratings / voting
comments/replies
Prepare instructions and share links.

3) Warm-up/context; Teacher introduces (attached presentation):
Why AR/VR matters (VET sectors: hairdressing & beauty, tourism, culinary, IT/design). 
Why debate can be sensitive → introduce Silent Debate as respectful, structured discussion.

4) Explain “Silent Debate” rules:
Write short, clear claims.
Add evidence/examples.
Be polite in comments.

5) Students join teams + check role (Pro/Con). Students follow the workflow in the PDF:
Find the Padlet link in chat.
Go to team.
Check pro/con.
Click Kialo link.
(Join breakout room.)
Return for reflection.
Respond to ideas, not people.

6) Rate the thesis: Students open the Kialo debate and rate the veracity of the thesis.

7) Add pro/con arguments: Students add arguments -  Pro team: add Pro claims & Con team: add Con claims
Teacher support sentence starters:
“One reason is…”
“This matters because…”
“For example…”
“A risk is…”

8) Read others + vote: Students read other students’ arguments and vote on the strongest claims.

9) Write rebuttals: Students write rebuttals/counterarguments:
Rebuttal structure:
“I understand your point, however…”
“This argument assumes that…, but…”
“A limitation of this claim is…”

10) Comment/reply politely: Students comment in discussion threads and reply respectfully.

11) Reflection & closure:
What was the strongest argument you read today?
Did anyone change their mind? Why?
What skills did you practice (critical thinking, collaboration, digital literacy)?

12) Assessment:
Participation (posted at least 2 claims + 1 rebuttal)
Quality of argument (relevant, logical, evidence-based)
Interaction (votes + comments)
Respectful communication

13) Self-check table (ttached)

Kialo.edu – The Silent Debate: Exploring Virtual Worlds: An Introduction to AR and VR

silent-debate

Lidija Škrlec

Nastavna priprema osmišljena je kao cjelovita aktivnost za učenike 3. razreda u okviru nastavne cjeline Robbie the Robot. 
Kroz kreativni zadatak osmišljavanja i predstavljanja vlastitog robota učenici usvajaju i primjenjuju osnovne jezične strukture na engleskom jeziku (opis izgleda, can / can’t), uz istovremeno razvijanje razumijevanja pojmova umjetne i emocionalne inteligencije. 
Svrha sata je potaknuti učenike na aktivno sudjelovanje, kreativno izražavanje i osvještavanje emocija te razvijanje komunikacijskih i socio-emocionalnih vještina u njima primjerenom kontekstu.

My Robot – Artificial and Emotional Intelligence

my-robot

Materijal AI Idioms osmišljen je kao nastavna priprema za blok-sat engleskog jezika u 8. razredu osnovne škole. Sadrži detaljno razrađen tijek nastavnog sata, odgojno-obrazovne ishode, metode rada, načine vrednovanja te dodatak s popisom engleskih idioma i njihovim značenjima. Aktivnost se temelji na suradničkom učenju i korištenju alata umjetne inteligencije NightCafe za izradu vizualnih prikaza idioma, čime se apstraktni jezični izrazi povezuju s konkretnim slikovnim sadržajem.
Materijal je namijenjen učiteljima engleskog jezika u višim razredima osnovne škole, osobito u 8. razredu, ali se uz prilagodbe može koristiti i u 7. razredu ili u srednjoškolskom kontekstu. Pogodan je za redovnu nastavu, blok-satove, projektne dane, izvannastavne aktivnosti te radionice usmjerene na razvoj digitalne pismenosti i kreativnosti.
Korištenjem ovog materijala učenici produbljuju razumijevanje figurativnog jezika, razvijaju sposobnost interpretacije i vizualnog izražavanja te jačaju komunikacijske i suradničke vještine. Istodobno razvijaju digitalnu pismenost i stječu osnovna znanja o primjeni alata umjetne inteligencije u obrazovne svrhe, uz naglasak na odgovorno i svrhovito korištenje tehnologije.

AI Idioms

ai-idioms

Aktivnosti navedene i opisane u materijalu fleksibilne seu te se mogu provoditi pojedinačno ili kao cjelina, ovisno o ciljevima sata i potrebama učenika.

Doroteja Vojedilov

Ági Enyedi

Ovaj materijal nastao je kao rezultat sudjelovanja u strukturiranom Erasmus+ tečaju Transformational Leadership i usmjeren je na razvoj aktivnog slušanja, samosvijesti, međusobnog razumijevanja i konstruktivnog rješavanja sukoba kod učenika. Materijal uključuje niz interaktivnih aktivnosti, refleksivnih zadataka i primjera dobre prakse koji potiču otvorenu komunikaciju, empatiju i osobni rast. Materijal je primjenjiv u radu s učenicima osnovnoškolske dobi, ali se aktivnosti mogu prilagoditi i starijim učenicima. Nastavnici ga mogu koristiti na satovima razrednika, u sklopu građanskog odgoja, tijekom preventivnih i razvojnih programa, na radionicama, projektima i Erasmus+ aktivnostima, kao poticaj za refleksiju, grupni rad i raspravu. Aktivnosti su fleksibilne i mogu se provoditi pojedinačno ili kao cjelina, ovisno o ciljevima sata i potrebama učenika.
Materijal je praktičan, primjenjiv i usmjeren na učenika, a naglasak stavlja na slušanje s ciljem razumijevanja, a ne odgovaranja, čime se učenike potiče na razvoj emocionalne pismenosti i kvalitetnijih odnosa u razredu.

Engleski jezik