Helga Kraljik

Ankica Šarić

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

Gotov materijal

Sustainability in My Life – A One-Pager Project

sustainability

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

Lidija Škrlec

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.

Nastavnička priprema

AI Idioms

ai-idioms

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

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.

Slušanjem do razumijevanja i razvoja

slusanje-razumijeva

ALAN LABUS

PAIR WORK

 Go to Canva - New design - Share (editable link - so your teachers can monitor your work at all times)

Title slide  Google Earth in AR & VR educational settings

Slide 2:
Find your house in street view:
How long ago do you think it was taken?
Is there anything in the neighborhood that has changed?
What would you like to be different in the next street view of your house when it is uploaded?

Slide 3:
What place is on your bucket list? Fly there with Google Earth, take a walk, explore, and take a picture. Can you be in the picture? Use AI.

Slide 4:
What are the possible applications of Google Earth and such activities in educational settings? Think of t least 3 school subjects and 2 examples implications for each. Brainstorm in your group using an AI-based brainstorming tool like Coggle, or MindMeister…

Slide 5:
You will explore, compare, and contrast two given locations.
Location 1: Cape Town, South Africa
Location 2: Barcelona, Spain  
name 2-3 sights you can find there (landmarks or attractions, famous buildings, parks, or monuments)
describe housing and infrastructure (types of homes or buildings, public transportation, bike lanes, sidewalks, accessibility…)
technology (integration into public spaces)
environment and sustainability (green spaces, visible signs of sustainability -  eco-friendly buildings, recycling…)

Slide 6:
To reflect on the results of your research, focus on the following questions:
How do the buildings and streets in each place show the culture and history of the area?
How do people use technology in their daily lives? How is it part of the public spaces?
What role does nature play in each neighborhood? How is green space (parks or trees) used in Cape Town and Barcelona? Any practices that show respect for nature and sustainability?
Which place feels easier for walking, cycling, and using public transport? Why?

Slide 7:
On the last slide of your presentation put vocaroo link(s) to the oral report. Both of you have to contribute.

Google Earth in AR & VR educational settings - Rad s NADARENIM učenicima

augmented-reality

https://www.canva.com/design/DAFlgwawlz8/XyUHbEtPK1YOD_8_VbWN0g/edit?utm_content=DAFlgwawlz8&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton 




learning outcomes:

to explore the ethical implications of using artificial intelligence (AI) for school assignments
to encourage critical thinking  research skills  and collaborative learning
to develop an understanding of artificial intelligence and its applications in education
to recognise the ethical concerns associated with using AI for school assignments
to improve English language proficiency through research  writing  and oral presentation.




I              Introducing the notion of AI

II             AI in Education

brainstorming ethical concerns of AI use in school assignments from different aspects
creating a list of ethical considerations and their potential impact on students and education
analysing case studies
student presentations and peer assessment of student presentations 




III            Conclusion




Material was creted with the help the use of AI to be able to provide our students with the first hand experience.

The ethical implications of using artificial intelligence (AI) in education - Rad s nadarenim učenicima

ai-in-education

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

Učenici 3.c hoteljersko-turističke struke razreda  u sklopu jezika struke  proučavali su znamenitosti svoga grada  odabrali deset te ih proučili i o njima napisali kratak tekst na engleskom  njemačkom i talijanskom jeziku. Radili su istovremeno svi na jednome dokumentu (GoogčeDocs) kako bi mogli uskladiti svoj rad. Povratnu informaciju o svome radu dobili su od nastavnica  ali i od svojih vršnjaka.

Nakon toga su na terenskoj nastavi uslikali odabrane znamenitosti i osmišlljavali zadatke vezane uz svaku od njih. Upotrebom vlastitih fotografija osvještavamo važnost poštivanja autirskih prava.

Učenicima je bio rad u TaleBlazer aplikaciji nov te su proučavali tutoriale i suradničkim učenjem pokušavali shvatiti kako svaku znamenitost označiti na karti kako bi se tijekom igranja igre tekst i zadatak automatski pokrenuli  u nastavak igre bio uvjetovan točnim odgovorom. 

Učenici su radili samostalno  u paru ili u grupi od tri učenika i izradili vlastite igre - virtualna vođenja po Zaprešiću. Nakon što su samostalno testirali svoje igre  iste su odigrali sa kolegama iz drugih grupa. Rezultate  odnosno dokaze riješenih zadataka predstavili su u prezentacijama na njemačkom jeziku uz snimljenu naraciju dodanu u obliku QR koda.


Projekt su predstavili tijekom aktivnosti praćenja rada španjolskog nastavnika u našoj školi.   a kako raditi u plikaciji pokazale su na interaktivnom predavanju grupi od 20 nastavnika iz Velike Britanije  Italije  Turske  Litve i Poljske. (https://sites.google.com/view/erasmusakreditacijamobilnost/programska-godina-2022-2023/primjena-nau%C4%8Denoga-u-radu-s-u%C4%8Denicima/me%C4%91unarodna-suradnja-s-u%C4%8Denicima-i-nastavnicima?authuser=0)




Na dDanu projektne nastave  projekt je predstavljen uenicima naše škole. Kako su oni doživjeli igricu  prikazali su urešivanjem slajda u zajedničkoj prezentaciji: https://www.canva.com/design/DAFhp3P1oio/pUnHNK7xZ6Ii5q9znuSCTg/watch?utm_content=DAFhp3P1oio&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink

Tri su učenice naisale članak za školski list (link u prilogu). 




Kodovi kreiranih igrica:

1. gxoxgga 

2. gpkhqvw

3. gwbjjmf

Zaprešić (inter)aktivno - virtualno vođena tura po gradu (TaleBlazer)

zapresic-interakti

Klaudina Mumić

Priprema sadrži više aktivnosti prikladnih za ponavljanje do sad naučenog vokabulara. Odgovarajućim odabirom vokabulara aktivnosti se mogu raditi od 4.-8.r. Odabranim aktivnostima učenike se želi potaknuti na aktivno sudjelovanje u nastavnom procesu kako bi što bolje ponovili do sad naučeni vokabular. Prema želji učitelja i učenika aktivnosti mogu biti i natjecateljskog karaktera. Za izvođenje navedenih aktivnosti dovoljan je udžbenik, papirić i olovka. Ovisno o iskustvu učitelja, priprema učitelja za navedeni sat je minimalna.

Back to school vocabulary revision for all ages – priprema za sat Engleskog jezika i ponavljanje vokabulara nakon praznika prikladna za učenike 4.-8.r.

Engleski jezik