Embedded Files
What if you were new to our city?
What if you were new to our city?
Countries that worked together and the age groups
Countries that worked together and the age groups
Belgium (12) - England (12)
Belgium (12) - England (12)
Norway (12) - Denmark (12)
Norway (12) - Denmark (12)
Triggers
Triggers
The theme of our second project day was "What if you were new to our city?"
The theme of our second project day was "What if you were new to our city?"
As a trigger, we looked at three different videos and focused on feelings. We listened to immigrant testimonies and thought about tone of voice, emotions and words we recognised in the different languages.
As a trigger, we looked at three different videos and focused on feelings. We listened to immigrant testimonies and thought about tone of voice, emotions and words we recognised in the different languages.
1. "The Arrival" by Shaun Tan
1. "The Arrival" by Shaun Tan
2. "Immigrant Testimonies"
2. "Immigrant Testimonies"
3. A fragment of the film "Inside Out"
3. A fragment of the film "Inside Out"
The reflections revolved around: What do people experience in a new situation (new town, new country, new class…). How does it feel to be an immigrant? Emphasis on exploring feelings of both the newcomer and the resident and determining values.
The reflections revolved around: What do people experience in a new situation (new town, new country, new class…). How does it feel to be an immigrant? Emphasis on exploring feelings of both the newcomer and the resident and determining values.
Process: Discover, Develop, Deliver
Process: Discover, Develop, Deliver
Discover
Discover
We started the discover phase with a discussion of how to communicate with each other if you don´t speak the same language.
We started the discover phase with a discussion of how to communicate with each other if you don´t speak the same language.
Often you might find you have a portion of pupils in the classroom with migrant experiences. Many of the pupils in our project have parents who did not speak the official language when they arrived maybe 10 or 20 years ago. Experiences they have heard from their parents was shared during the discussion, along with the experiences from the trigger phase. We also had pupils with migrant experiences, some of these were interviewed.
Often you might find you have a portion of pupils in the classroom with migrant experiences. Many of the pupils in our project have parents who did not speak the official language when they arrived maybe 10 or 20 years ago. Experiences they have heard from their parents was shared during the discussion, along with the experiences from the trigger phase. We also had pupils with migrant experiences, some of these were interviewed.
As a brain break we gave the groups short sentences that they had to explain to the rest of the class without speaking.
As a brain break we gave the groups short sentences that they had to explain to the rest of the class without speaking.
We talked about using signs for communication, and showed examples of signs that we use (it could be traffic signs or other signs that they know).
We talked about using signs for communication, and showed examples of signs that we use (it could be traffic signs or other signs that they know).
Develop
Develop
We started the develop phase with a question: If the new place is your floating city with your houses, what is then important to know for a person who is new to the city? (At the first international day the pupils made floating houses, or houses on stilts as a solution to a rising sea level)
We started the develop phase with a question: If the new place is your floating city with your houses, what is then important to know for a person who is new to the city? (At the first international day the pupils made floating houses, or houses on stilts as a solution to a rising sea level)
Using Imovie, the individual groups chose a picture from "The Arrival" and told about what they imagined the person on the picture might feel about being a newcomer, and what is important to know about the new place.
Using Imovie, the individual groups chose a picture from "The Arrival" and told about what they imagined the person on the picture might feel about being a newcomer, and what is important to know about the new place.
Pupil looking at a picture from "The arrival" writing down what they think the person on the picture feels about being a newcomer.
Pupil looking at a picture from "The arrival" writing down what they think the person on the picture feels about being a newcomer.
Next, the pupils used their experiences to decide which information is important to put on signs or in guide books to make it easier being a person new to the city.
Next, the pupils used their experiences to decide which information is important to put on signs or in guide books to make it easier being a person new to the city.
In addition to signs and guide books, the pupils also made poems for puplic spaces (blackout poems) about the theme. They made phrase books where they combined words from two languages and made a hybrid. (Typical words could be: Confused, afraid, hungry and so on).
In addition to signs and guide books, the pupils also made poems for puplic spaces (blackout poems) about the theme. They made phrase books where they combined words from two languages and made a hybrid. (Typical words could be: Confused, afraid, hungry and so on).
As mentioned in the discover phase, some migrant pupils where interviewed by other pupils, made as short movies.
As mentioned in the discover phase, some migrant pupils where interviewed by other pupils, made as short movies.
The signs they made was put in front of their floating houses and houses on stilks using Pic Collage.
The signs they made was put in front of their floating houses and houses on stilks using Pic Collage.
Two pupils talking about being a newcomer to their floating city
Two pupils talking about being a newcomer to their floating city
Deliver
Deliver
Interviews with migrants added to the buildings using HP Reveal and videos
Interviews with migrants added to the buildings using HP Reveal and videos
Signs for newcomers on floating houses
Signs for newcomers on floating houses
Guide book for newcomers
Guide book for newcomers
Invented vocabulary on the theme of feelings with letters from English and Dutch words: disgust/afkeer, fear/angst, joy/plezier, sadness/verdriet and anger/woede. These were also represented as clay figures and shared for the partner class to decipher.
Invented vocabulary on the theme of feelings with letters from English and Dutch words: disgust/afkeer, fear/angst, joy/plezier, sadness/verdriet and anger/woede. These were also represented as clay figures and shared for the partner class to decipher.
A new book 2.pdf"Life in the future". This guidebook tells about what kind of, and how we grow food. It tells us about the sustainable ways to get electricity. We will have a lot of the same jobs in the future as we do know, but we have to use boats to get around. There will not longer be any schools, but a group of pupils will go home to each teacher. There will be restrictions about how much you can fish. There will also be a law that everybody will have to learn to swim.
"Life in the future". This guidebook tells about what kind of, and how we grow food. It tells us about the sustainable ways to get electricity. We will have a lot of the same jobs in the future as we do know, but we have to use boats to get around. There will not longer be any schools, but a group of pupils will go home to each teacher. There will be restrictions about how much you can fish. There will also be a law that everybody will have to learn to swim.
A new book 3.pdf"How to survive on water?"
"How to survive on water?"
To get food, every house should be self-sufficient. To keep the fish stock, there will only be allowed to fish for five times a week. If you need to buy anything, there will be å boat that delivers. Windmills and solar panal will be the way to get electricity. In the future pupils will have to get to school by boat, or the school will be on a big boat. Everyone will have to learn to swim.
To get food, every house should be self-sufficient. To keep the fish stock, there will only be allowed to fish for five times a week. If you need to buy anything, there will be å boat that delivers. Windmills and solar panal will be the way to get electricity. In the future pupils will have to get to school by boat, or the school will be on a big boat. Everyone will have to learn to swim.
A new book 4.pdf"Life on water!" This guidebook tells us about the future, and how we will grow fruit and vegetables, and keep animals, so we get food. There will be solar panels on the roof of the houses to get electricity. There will also be windmills in the city. The schools will be in many small houses around the city, the same with the hospitals.
"Life on water!" This guidebook tells us about the future, and how we will grow fruit and vegetables, and keep animals, so we get food. There will be solar panels on the roof of the houses to get electricity. There will also be windmills in the city. The schools will be in many small houses around the city, the same with the hospitals.
A new book.pdf"Flooding!" We will make drinking water out of saline water, have a garden on the roof, and only fish two times a month. We will remove garbage from the sea and make new things of it. For electricity we use solar panels and windmills. There will be a building in the center of the city to be social and play games. The rules are: no stealing, do not take more food than your family needs and do not throw trash in the sea.
"Flooding!" We will make drinking water out of saline water, have a garden on the roof, and only fish two times a month. We will remove garbage from the sea and make new things of it. For electricity we use solar panels and windmills. There will be a building in the center of the city to be social and play games. The rules are: no stealing, do not take more food than your family needs and do not throw trash in the sea.
A new book 6.pdf"How to survive in the future". Most houses will have greenhouses. Every house in the city will have a solar panel. We will have to use boats in many jobs, as well as diving. There will be homes schooling, where the teachers will send movies to the pupils. There will be a park to play football in, and the adults will have a park for their animals to be in. There will be ambulance-boats, and every house need to have a first aid-kit. The laws will be the same as in Norway today, exept taxes.
"How to survive in the future". Most houses will have greenhouses. Every house in the city will have a solar panel. We will have to use boats in many jobs, as well as diving. There will be homes schooling, where the teachers will send movies to the pupils. There will be a park to play football in, and the adults will have a park for their animals to be in. There will be ambulance-boats, and every house need to have a first aid-kit. The laws will be the same as in Norway today, exept taxes.
A new book 5.pdf"Survival guide". In the future there wil have to be a platform with gras for the cows. Many people will have to work as fishermen. There children will be homeshcooled or hear the teacher over the radio. Everyone will have to store a lot of medicine at home. There will be a law that says that everyone has to share,
"Survival guide". In the future there wil have to be a platform with gras for the cows. Many people will have to work as fishermen. There children will be homeshcooled or hear the teacher over the radio. Everyone will have to store a lot of medicine at home. There will be a law that says that everyone has to share,
A new book 1.pdf"This is my friend Arne" We will make a machine that turns the seawater into drinkin water, by separating the salt from the water. If there is any land left, that will be used for farming. The electricity comes from windmills and solar panels. If we produce to much electricity we can sell it. The jobs will prety much be the same, but we will need servicemen for the windmills and solarpanel. We also need more people for the marine.
"This is my friend Arne" We will make a machine that turns the seawater into drinkin water, by separating the salt from the water. If there is any land left, that will be used for farming. The electricity comes from windmills and solar panels. If we produce to much electricity we can sell it. The jobs will prety much be the same, but we will need servicemen for the windmills and solarpanel. We also need more people for the marine.
Padlets
Padlets
Photos and/or embedded Padlets
Photos and/or embedded Padlets
From England / Belgium:
From England / Belgium:
International collaboration
International collaboration
The international collaboration between the participating countries could be by using their products to create quizzes to swap
The international collaboration between the participating countries could be by using their products to create quizzes to swap
The students used the signs they made for newcomers to their city and asked the students from the partner country to figure out what the signs meant.
The students used the signs they made for newcomers to their city and asked the students from the partner country to figure out what the signs meant.
The hybrid of words from two languages was swapped between countries, and the students had a quiz to tell if the students from the partner country could figure out what the hybrid words meant.
The hybrid of words from two languages was swapped between countries, and the students had a quiz to tell if the students from the partner country could figure out what the hybrid words meant.
The students also swapped clay characters and had to guess the feelings that the clay characters represented.
The students also swapped clay characters and had to guess the feelings that the clay characters represented.
Resources
Resources
The Arrival by Shaun Tan https://www.youtube.com/watch?v=vAay4myoEDE
The Arrival by Shaun Tan https://www.youtube.com/watch?v=vAay4myoEDE
Immigrant testimonies https://www.youtube.com/watch?v=8bEK6gytwec
Immigrant testimonies https://www.youtube.com/watch?v=8bEK6gytwec
A fragment of the film Inside Out https://www.youtube.com/watch?v=_MC3XuMvsDI
A fragment of the film Inside Out https://www.youtube.com/watch?v=_MC3XuMvsDI
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