Memorable Iceland

Summer is soon over, but we all remember our week at Iceland at May! We all enjoyed our week very much and have cherishable memories of Iceland. Here is some thoughts of Armfelt’s students about the week.

My host family was nice and it was easy to talk them. Even if I couldn’t explain something well, they still understood it. They were really caring, but still they let me be on the downtown with my friends, which was really nice.
This week was really fun, but I was tired almost all the time. Most memorable thing was the bus tour out of the city, to Reykjadalur. On that trip I understood, how few trees are in Iceland. It’s funny, how in Iceland it’s not as much trees than in Finland. But the nature is really beautiful in Iceland and the waterfalls are wondrous. In Iceland is many swimming places and I liked most of the Blue Lagoon and the Reykjadalur.
In school is not so strict and the food we get in Finland is way more better than in Icelandic school. And in Háteigsskóli you can go to store at breaks, but in Armfelt you have to stay in the school area. But in the end, I would more likely to stay in Armfelt. The top feeling after the trip is happiness, because I was able to get along in this wonderful experience! But it’s still great to be home. -Helmi

The trip was AMAZING! The host family was very kind to me, and we were able to talk about everything. We chatted a lot and get to known each other. Iceland is very beautiful country and it’s not as cold as I thought. I really enjoyed every sight we went to. And the views were unbelievable. One evening Vaka, Ingvar, Kristina and Anna-Sofia came to our place to traditional Icelandic food such as sheep head, shark and whale. Sheep head was excellent, but shark and whale not so much. After all I’m going to miss this amazing trip.  -Tatu

So when we have been Iceland about a week I have noticed that Iceland is way more different than i expected. My host family was the best. They let me go where I wanted to go almost when I wanted. This was my first time to taste sheep and it was so good. Iceland is so different than Finland, because here is not so good school lunch. There isn’t any forests. We went shopping and to the downtown. Here is so many different waterfalls. And just so beautiful nature. One day we went to the Blue Lagoon and the water was so blue and so warm. The school is much smaller than our school. And the week was fun and interesting because I had to speak English not Finnish. It was pretty hard, but I did it. -Mona

I lived a week in Iceland in Una´s and her parents home with Pihla. Una doesn’t has siblings. It was fun that Una´s parents could speak finnish, so if we couldn´t remember some word in English, we could just say it in Finnish. Una´s mother has lived in Finland like 25 years ago. The parents were really nice and kind. They always asked how was our day and did we sleep well. They also asked many times during the day if are we hungry. And they made so good food (but  we didn´t eat any “icelandic food”). Every day we went to great places and see amazing things. That trip was awesome and I will never forget it. -Ester

My host was Àgust, and there was three finns in his house. Our family were Àgust, Àgust’s mom and dad, me, Teemu, Siiri and a dog. Icelandic people were very kind and open to us. We talked a lot with they and we had fun. We had lamb for dinner nearly everyday. I hadn’t eat lamb before very much, maybe once. So it was really nice experience, and delicious.

The best thing in Iceland was Silfra. We went snorkling. Water was cold, but we did get used to it. I have never been snorkling like we went there. We had a lot of fun and that was awesome.

The weirdest thing in Iceland was that the hot water smells like a rotten egg. We haven’t used to it so it was really weird.

I made some findings, for example that I hadn’t seen any wood or brick houses, maybe one or two in the whole downtown. The second finding was that Icelandic school lunch were totally different than finnish school lunch. For example on monday we had pork and potatoes for lunch. Pork were tough and potatoes were cold and hard. There was a box which were full of yellow peas, it was the salad. It looked very bad, so I didn’t took them. On wednesday we didn’t go to the school lunch at all, we went a local market and bought there some food. But mostly Iceland were nice and I would visit it again, if I get a chance. -Masi

The week that we spend in Iceland was really great. We did a lot of things and my host and her family were really nice to me. Altough none of us spoke perfect or near perfect english we still managed to communicate fairly well. Everything that we did and experienced was really nice except the school food. I enjoyed learning how people in Iceland act and live. I found that the people (at least the teens) are really energetic and outgoing  and sometimes they had too much of it. I don´t know if it´s true but from the things I saw I don´t think Iceland has a lot of lactose free products. Unfortunately this limited some things I could try. I really wanted to try Icelandic icecream. It´s true when people say that Iceland doesn´t have a lot of trees. -Olivia

This Icelandic trip was an amazing experience to me. It was very nice to see the icelanders again and get to know their family. Their family were very kind and they were happy all the time. It was very nice to talk with their parents and learn things about Iceland. The food there was very good even though it was a bit different. Iceland was very beautiful country and it was very nice to see cliffs all the way from Reykjavik’s downtown. There was many different little shops that were interesting. Prices there were more expensive than in Finland. All places where we visited were really great and beautiful to see. My favorite place was The Blue Lagoon. The water was bluish and it was very warm. One downside was that it smelled like an egg. This trip has been a really wonderful experience for me. And it was very nice to be involved in this project. -Kristina

It was a very nice week in Iceland. We did many things like we saw the nature and Reykjavik and also just spent time with our old and new friends. My host family was very nice and I lived there with Ester. The nature was quite different than in Finland. In Iceland you can see very far but in Finland all you can see is trees and forest. Also in Iceland you can see a lot of mountains. It was really weird that there isn’t forest and you can see everything. But Icelandic nature is very beautiful and all the places we went was really exciting. The school is also quite different because it’s not so strict and the school lunch is pretty bad. It was really fun to be in the host families because you can speak english and learn that even more. I didn’t eat traditional Icelandic food because my host family was vegeterian but otherwise the food was really good and I enjoyed the trip very much. -Pihla

The week was fun. We swam a lot. Best thing about swimming in Iceland was the warm water. I stayed at Karin’s house. Karin lives with her mom and two older brothers. They also have two beautiful birds.  A few times we went to school to see how are the classes like in Iceland. I think that finnish education system is more systematic. Food in the school was weird. It costs about 15000 ISK/month, wich is about 110€/month. The lunch of the day was free for us. There was two really small potatoes and one dry steak. In Finland we have much better school food and it’s also free for us, which is great! – Senni

 

From Armfelt to Iceland! -our travel diary

6.5. Reykjavik

On Monday we did a treasure hunt in Reykjavik. We walked from school to down town and we were divided into seven groups. We did different tasks and walked around the down town to complete the tasks. When we completed a task we posted a picture of it to Instagram. We had about two hours time to complete as many tasks as we could. The winner was the group which had completed most tasks.

Reykjavik is the capital city of Iceland and also the biggest city in Iceland. It is in the southwest cost and the population of Reykjavik is almost 130,000. The name Reykjavik comes from smoke and bay because the first inhabitants told that they saw smoke coming from the bay. One of the famous attractions is Hallgrimskirkja and it is the biggest church in Iceland.

7.5. Thingvellir

On Tuesday we travelled about 45 minutes and visited Thingvellir national park. First we went inside to the main building. There our guide told us some information about our location. The Þingvellir area is part of a fissure zone running through Iceland, being situated on the tectonic plate boundaries of the Mid-Atlantic Ridge. In other words we basically were between bedrock walls witch were established around 930. The guide told us the history of the place and when it was founded. He also toId that the bedrock walls are moving away from each other, about 2-3 millimeter in a year. We were in Þingvellir about an hour and after that our trip continued to the next place.

7.5. Geysir

After a long bustrip we finally reached Geysir. There was at least four geysirs but we saw only one errupting. It erupted once in about 10 minutes. The water that erupted smelled like rotten eggs and it rose to nearly 10 meters. Water that erupted was mostly steam. We walked there around 30 minutes. All the geysirs had hot water. The geysirs looked cool. The air temperature was pretty cold. When we were finished we walked back to the bus. After the geysir we had lunch.

7.5. Reykjadalur

Reykjadalur is a river where is streaming geothermal water from the volcanos and normal cold water We “swam” there one and half hour. The river was really shallow so we couldn’t swim very well. But the water  temperature was perfect. We needed to hike an hour to get there, but some of us took “shortcuts” over the hills, and we saw the most beautiful views. They were really breath taking. The river was long and in the upper water was warmer and warmer. Actually, it was hot in the end. When the water spoilt, it smelled like an egg. It was weird.

8.5. Whale exhibiton

We visited whale exhibition in Reykjavik. There was a tourist shop next to a ticket sale. The shop sold some things related to whales. We had a guide who told some facts about whales and their history. It was really interesting. We learn lot about whales. There was whale figures which were in their right size. It was pretty cool. There was blue lighting which looked like the sea. After that tour we went to a whale watching.

8.5. Whale watching

Our whale watching trip started by geting on a boat and that was the boat that we spend our next three hours on. Apparently the boat that we were on was the first boat of the company who owned it. If I heard correctly the company was named after the first boat that´s named Elding.

    It was really cold on the boat since we were in the midle of the sea. Obviously it was really windy there. In the first hour we didn´t see any whales but not long after the first hour had passed we saw a fluke of a whale. After the first time we saw the fluke the whale started appearing around the boat. I personally got few photos and videos of the whale. It would be really nice if only I could remember what kind of whale it was (Editorial note: it was a humpback whale, ryhävalas J). Other than seeing the same whale many times we also saw some puffins.

The boat itself had two floors. On the first floor there was a cafeteria, toilets and a sitting area. The whole second floor was the actual watching area.

9.5. Blue Lagoon

We went to the Blue Lagoon on Thursday. The Blue Lagoon is a geothermal spa that has been free and open to all. Now it’s popular with turist and locals doesn’t favor that place, because of the turists.
When we were there we got a little problem in the changing room. Someone else locked our closet. But when we where leaving, we needed to ask the staff to help us with the closet. Then we finally get it open and everything went well. The staff were really heplfull and they told us that the problem that we had was really common there.
Blue Lagoon was beautiful, but there were really many peoples. The water was warm and really salty, so it maked our hairs feel weird. Some of us took face masks and they looked funny. You could buy drinks from the pools and the first drink was free and we bought smoothies. The day was fun and relaxing.

9.5. Secret Lagoon

Secret Lagoon is the oldest open swimming pool in Iceland. It did get used first time in 1908. Children did learn to swim there. The pool gets its warm water from hot springs next to it. Nowadays there is a building with café, changing rooms and showers. It was fun to chill in the water with water wings. The edges of the pool were the hottest beause the hot water did come from there. The edges of the pool were made from big stones shaped by humans. The bottom of the pool was in some places mud and didn’t feel so nice. Air was very cold so we needed to hurry to the pool.

9.5. Silfra

Silfra is a beautiful rift formed by the two tectonic plates (North American and Eurasian) moving apart from one another. It is located in the in the Þingvellir national park. Silfra is used a lot by snorkelers. Because it is such a beautiful place, the water is clear and you can swim between continental plates.  We also went snorkeling in there. They gave us drysuits and fins and all the equipment needed to snorkel. The water was really cold but you got used to it. Snorkeling in there was really fun and an amazing experience. The lagoon was really nice and the staff were really cool people.

9.5. Kerid

After we swam in the Secret Lagoon we went to see the Kerid crater. Kerid crater lake is a 3,000 year old volcanic crater lake in South Iceland. It’s 170 meters wide, 270 meters in circumference and 55 meters deep. The actual lake is actually really shallow, only between 7 and 14 meters. We stopped there for only about 20 minutes. After that we  drove back to the school.

10.5. Learning about the nature

On Thursday morning half of the group was in Elliðaárdalur. Elliðaárdalur is a valley in the middle of Reykjavik. Through the valley runs a river called Elliðaár. We separated into smaller groups. Then we took pictures of birds, waterfalls and just about everything there. Also we have to took videos where we were acting  Three Billy Coats Gruff and sang some weird song. Some of us just followed Icelandic kids in the forest, and they took the pictures. We saw wild rabbits and gees. When we got back  to school we made a video about the pictures and videos that we had taken and added some music in it. After the videos were ready we watched them in class.

11.5. The Lava Tunnel

At last day we took a journey into Raufarhólshellir to witness the inner workings of a volcanic eruption. We walked in the path of lava that flowed during the Leitahraun eruption, which occurred about 5200 years ago. Every winter spectacular ice sculptures are formed inside the cave. The cave was very interesting, we don’t have any lava or volcanos in Finland. It was also exciting when the lights was shut down and the tunnel was so dark that you could not see anything there.

My favourite school day

One or twice a year we have a ”my favourite school day” in our school. Before the day teachers plan workshops about what they can offer and usually there is a questionary for students about what they would like to do. Then the students can choose the workshops they attend. Usually we have three workshops during the day, 90 minutes each. The workshops can include all kinds of things, usually they have something to do with school subjects or hobbies. But the only limit is your imagination. The students usually want to do something together, for instance team sports or playing games are very popular. The idea of the day is to give students the opportunity to do something what they really want to do with their friends at school.

Here is some pictures of our project students favorite school day last May and their captions about it.

Posted by Kati Ahlqvist, Armfelt school, Salo, Finland

lintutorni

We were on the birdwatch. At first we cycled to Vuohensaari, where we looked at the birds and tried to idenfity them with binoculars. After that we cycled back to school.

 

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peeli

I participated in to a mini LAN party. I won a bruh.io game, which is a battle royale online game. We had great time there!

 

 

peli

I chose gaming with computers. I played different online games with my friends.

Changing landscapes in Finland and Iceland

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Spring is almost here :)! So it is time to wake up from hibernation – and continue our small scale projects.

Here is instructions and time table…

Changing landscapes and habitats

Topic

  • the specific features of your home area/local environment and the landscapes of Finland and Iceland
  • explore examples of natural and cultural landscapes in different regions of Finland and Iceland
  • doing field studies in your home area (and Finnish students in Iceland in May 2019)

Goals

  • you can describe how the landscapes are formed
  • you can describe how human impact the environment
  • you can describe how natural environment impact human life

Small scale projects

Choose at least four tasks that you will do with your Nordic Go – partner. Collect the tasks for example on Sway, OneNote or PowerPoint.

  1. Make a time line about when and how landscapes of your home (in Finland and in Iceland) are formed. Timetable: before May
  2. Take photos about natural and cultural landscapes in Finland and Iceland.  Add photos for example to Google My Maps. Write good captions. Timetable: before May and during student exchange in Iceland
  3. Choose four photos/landscapes (two from Finland and two from Iceland) and answer the questions. Timetable: before May Interpreting pictures
  4. Make the news report. Timetable: manuscript before May, filming during student exchange in Iceland News report
  5. Write the news. Timetable: manuscript before May, finishing during student exchange in Iceland Write the news
  6. Take photos about your local environment. Make five questions and answers that are in some way connected to pictures and your local environment. Timetable: before May 5 questions
  7. Take a Hop on hop off – tour with Google Earth.  Find landscapes in Finland and Iceland where you would like to go. Take print screen photos and make photo collage. Write good captions. Timetable: before May
  8. Take your own idea. Notice the topic and goals. Timetable: before May and during student exchange

The Flying Carpet – intercultural encounters with Finnish and Icelandic students.

LOOK AT ALL THE PHOTOS 🙂

By implementing the The Flying Carpet in the program when the Icelandis student went to Finland, all the studenst got an opportunity to introduce their culture and interests in a fun and lively way within an encouraging environment.

The emphasis was not to only work with aspects of national culture or backgrounds, but also individual interests and those things that matter the most in each and every person’s life.

Each individual was a participant and a spectator at the same time. We devided the student into two groups A and B. First one group stayed with their presentation and the other students got to talk to everyone in the other group and then vice versa.

The goals were:

That student of both countries should feel proud of their own culture and share those feelings with others.

To evolve students ability to be active in the project and for them to realize the fact that different cultures can enrich their own.

Support a respectful communication and understanding.

Stimulate the students fantasy, curiosity and creativity.

To implement interaction between cultures and languages.

Awareness of the value of own culture by introducing it to others

 

The Flying Carpet – Intercultural Encounters is an Icelandic/Danish project with emphasis on intercultural competence –  see more about the project: www.flyingcarpet.world

 

Beauty and Ugliness in Nature

blogi 2TOPIC

Exploring environment by combining art and science: Students have a walk in pairs around our school environment (school forest, schoolyard and ”Marathon park”) They take photos of beautiful and ugly things they happen to see while walking. They keep in mind a big question: How to make our school environment a better place? They are asked to discuss and argue with their pairs about the choices they make for a picture collage while walking and taking pictures.

GOALS

  • To pay attention to different environments and humans’ impact on them.
  • To observe school environment.
  • To learn focusing and cropping by making picture notes with iPad.
  • To learn to combine a picture collage with iPad (Pic Collage)
  • To Air Drop.
  • To argue and discuss of your opinions with your pair.
  • To make a final statement for the big question by making a speech bubble and printing a picture collage.
  • Printed picture collages and speech bubbles are published as a statement wall on the corridor near our class.

MATERIALS

  • iPad for each student
  • printer
  • paper for speech bubbles and picture collages
  • a speech bubble template

TEACHING AND LEARNING METHODS

  • pairwork

LEARNING ENVIRONMENT

  • outdoor activity (mind the weather because of iPads)
  • classroom work when printinf and combining a picture collage and a speech bubble

ACTIVITY LEVEL OF STUDENTS

  • high
  • some technical support maybe needed from teacher

USE OF ICT

  • Learning how to use a picture collage as a part of learning science.
  • Pic Collage App
  • focusing
  • cropping

EVALUATION

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  • Feedback from teacher and assistant while working.
  • Reading others statements and picking up good arguments.
  • Peer review of conversation and activity level
  • Checking out goals.

Fixed and Growth Mindset

PosterGo to Thinglink for poster

Science: Grade 8
Learning goals: change your words – change your mindset, learning from mistakes
Learning skills: Collaboration, communication
Lesson time: 80 minutes
Websidehttp://www.classtools.net/SMS/,
https://www.thinglink.com/scene/1052612943708946433

Students are devide into 6 groups (24 students, 4 students in a group). Their mission is to seek QR-codes with instructions about few small projects.

The projects are:

  1. Change sentence from fixed mindset to growth mindset.
  2. Find a failure or mistake that a famous person has made but have led to a success. Write down the name of the person and the story about her failure.
  3. Read an article provided by teacher. The article is about how young children are not afraid of making mistakes and learn from them but in their upbringing many children get the impression from their parents and/or teachers that making mistakes is wrong and how it affects their ability to learn new things. Students should write few sentences why children are afraid of making mistakes.
  4. Teachers also make mistakes. Ask a grownup for example your teacher about a mistake that he has made.
  5. Draw a picture of a person who often makes mistakes. Write down on the same paper the mistakes that she has done.
  6. Go beyond your comfort zone. Drag a card from your teacher. On the card there is a challenge that everybody in the group have to do.
    • Dancing Russian folk dance Hopak
    • Create and sing a rap song
    • Make a new chant for the Iceland national football team
    • Sing the national anthem
    • Yodeling
    • Improvise: create and perform (music, drama, or verse) spontaneously or without preparation.

In the end the products are pasted on a large poster that will later go up on a wall. This project was made into a game, so every group got a point for their effort. 1 point for finding a QR-code, 1-3 points for solving a project and 1 point for every person in the group who took the challenge in project 6.

Idea bank

Posted by Þóra Skúlad. Háteigsskóli Iceland

Breakout EDU

Science: Grade 10
Learning goals: Earth Science, Space Program
Learning skills: Critical thinking, collaboration, creativity and communication
Lesson time: 80 minutes (45 minutes + processing)
Websitehttps://platform.breakoutedu.com/game/APOLLO-TO-THE-MOON

Breakout EDU kit

Breakout EDU is simuler to Escape rooms. In Breakout EDU, players work collaboratively to solve a series of critical thinking puzzles in order to open a locked box. Breakout EDU games are designed for 8-15 players so in this class we use three kits with 24 students and students are divide into three smaller groups. There are clues posted or hidden in the room and students have to work together and follow these clues to unlock a box. There is a timer, 45 minutes, and they have to beat the clock.

At this website https://platform.breakoutedu.com/game/APOLLO-TO-THE-MOON you will find access game resources for this lesson and facilitation tool where the timer is and two hint cards.

After 45 minutes there is processing of the lesson where students are asked reflection questions related to this project.

  1. What did you learn about the Apollo missions from this game?
  2. Would you want to go into space? Why or why not?
  3.  How do you think they used the technology they had back then to make it to the moon safely? Explain your thinking.
  4.  What was the hardest part of this Breakout game?
  5.  What is one thing you wish you had known going into this game?

Breakout EDU games transfer the ownership of learning from the instructor to the student, making it easy to observe how learners approach problem solving and apply their knowledge. In addition to the content knowledge needed to succeed in a specific game, all Breakout EDU games require critical thinking, collaboration, creativity and communication. A Breakout EDU game provides learners with many opportunities to fail forward. Every unsuccessful attempt to open a lock forces the player to try again.

Breakout EDU is designed as an activity that “teach teamwork, problem solving, critical thinking, and troubleshooting by presenting students with challenges that ignite their natural drive to problem solve” (James Sanders). It can be used to introduce a new lesson concept, to reinforce and strengthen learning, or at the end of a unit to bring closure to a lesson and reinforce skills and concepts learned, all in a fun way.

Posted by Þóra Skúlad. Háteigsskóli Iceland

How we made our game

The process of our game started on 27th of February.

We were informed that our class would take part in a project that would combine English and Geography. We were given a list of things we would have to do by a certain amount of times. In this list they gave us options of what we would like to do and one of the things we chose to do from the list was a game.

So first thing we did was brainstorming. We knew pretty quickly that we would want to do a game that consisted of cards that had questions and that the players would have to answer to those questions. After deciding on the type of the game we started by taking some colorful cardboards and measuring an optimal size for our game. After we had taken our measurements we started cutting the pieces into right size by using the measurements. After cutting around 15 pieces of cardboard we were satisfied and we moved on to the next step. Next we started writing down the questions that we wanted to ask. After those we cut fish siluets of black paper. And so we were done with our preparations.

After that we started to put our game together. We started by glueing the fish siluets to the blank pieces of colorful cardboard that we had previously cut. So now that we had attached our fish siluets and cardboards together we started to write down the questions with a white pen. And soon after that we were done and our game was ready to play. We haven’t had the chance to let somebody play it yet but we are hoping that people will like it.

Made by students from Armfelt School, Salo, Finland: Olivia Koskinen, Sylvia Hynninen and Anna-Sofia Raita

Ecosystem

 

18 lessons

Lesson 1 – 2:  Introduction to students about the project, learning goals and instructional planning. Students will watch The Lion King.

Lesson 3 – 4:  Students will finish watching The Lion King. Students are divide into group of four. Every student will get an overview of the project. There is compulsory task that every group have to do and they have to make a portfolio with tasks. Students will begin their work on the portfolio.

Lesson 5 – 14

Every lesson is two joined lessons for 80 minutes (2×40). Students work on their portfolio. Every class starts were groups go over their project and evaluate where they stand in the project. What has been done and which projects are left. Teacher will look at the working schedule in every group and make changes if necessary. At the end of every lesson students must write in a journal (see Instructions about journal).

Lesson 15 – 18:

Final assessment of a project, assessment (see Instructions of assessment), presentation of a chosen species. Each group presents its work for a particular animal for their class. It is estimated that each presentation takes approximately 7 – 8 minutes. (All students take an exam based on the knowledge and understanding of students in connection with the project).

Learning Goal

  • Promoting students’ interest in their environment and understanding the importance of dealing with nature with respect and responsibility
  • Promoting student independence in working methods and their responsibility for their own learning
  • To give students the opportunity to organize their studies on their own and the importance of a good presentation of projects
  • That students can explain the relationship between producers, consumers and decomposer
  • That students can explain the difference between food chain and food web
  • That students understand photosynthesis and importance of photosynthesis for all life on the planet
  • That students can explain biogeochemical cycles and understand the importance of not disturbing the balance of nature

Compulsory Tasks

Intro

How is the portfolio organized.

Describe the topics discussed in the portfolio.

Journal

After each lesson, each student write a journal about:

  • What was the contribution from team members in the project today.
  • Date. Which members of the group are in today.
  • What did you and your team members do today?
  • How’s the project coming along?
  • Hows the partnership going?
  • What is going well?
  • What needs to be improved?
  • Homework? Who should do what before next lesson?
  • At the end the group has to write a report about contribution from every member of the group.

Discuss the following terms and put in the group portfolio

  • Ecosystem
  • Community
  • Organism strain
  • Create a discussion that shows the context and the relationship between producers, consumers and decomposers in the ecosystem
  • Create five food chains from the movie Lion King
  • Create food web from these five food chains
  • Discuss what happens in the ecosystem if there is a large increase or decrease in individual organisms

Each group chooses one animal from Lion King. Students obtain data from books and from the web. Each group prepares a presentation of the animal for the students in the class. Students can use PowerPoint, Keynote or some other media for their presentation. The presentation takes about 7-8 minutes. The slides should be at a minimum of 5 and 10 at the maximum. It is necessary that all students participate fully in the presentation.

Evaluation

  • Portfolio with compulsory tasks. Students should as far as possible also submit other personal-chosen assignments to the portfolio (60%).
  • Presentation of one animal (20%).
  • A journal of students work and work report (20%).
  • Optional: Test taken at the end of the project.

References

Every references that is used in the project are listed in alphabetical order.

Author (Year). Title. Publishing company, publishing place. Page.

Reading materials

  • Man and nature: 2nd and 3rd chapter (Maður og náttúra: 2. og 3.kafli).
  • Characteristics of organisms: Chapter 5 (Einkenni lífvera: 5. kafli).
  • In the school library there will be a small designated section of natural science books, where students can study the subject matter of the project, different species, etc.
  • Teachers will present a useful list of interesting websites and students are encouraged to find reading material independently.
  • Students are also encouraged to obtain data in more ways, for example. by collecting data from specialists on the subject.

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Posted by Þóra Skúlad. Háteigsskóli Iceland