Wonderland

This kit is an example of how students’ foreign language skills can be developed through ICT and literature. Wonderland is an imaginary country inhabited by unusual creatures from fairy tales and nowadays, heroes with extra powers. As the project develops, eight doors open. Each door opens on a set day and the students are presented with the challenge that they should solve in order to move to the next door. At the end of this journey students will meet at the centre of Wonderland and celebrate their true friendship. The structure of TwinSpace pages follows the same order; project activities on a set topic, videoconference for children to collaborate, students’ self-evaluation and reflection. In nearly all of the activities, students will have the opportunity to work in mixed international teams. Suggested technology to create calendar with challenges: tuerchen.com

Objectives

● To improve students’ English language competence through ICT and literature. ● To raise students’ awareness about the responsible use of the Internet. ● To encourage reading other literature aside from students’ textbooks. ● To create a positive, safe and collaborative learning environment (TwinSpace) where children can interact and learn new skills within their teams and develop their creativity and critical thinking skills. ● To develop students’ emotional intelligence and their cognitive skills: problem solving, memory, analytical, evaluating, creativity and decision-making.

Introduction of partners

The First Door opens at the beginning of the project and reveals the introductory task. Students discover who their partners are on this journey: ● Students create avatars, upload them on a Padlet, reflect and comment on other pupils’ avatar creations. They also present their country, flag and language. Team building activities: - Brainstorming “What are the main qualities and characteristics represented by a good team so that they can overcome the challenges they face along the journey in Wonderland? - Discussion: Do you think that you might face any obstacles (difficulties) during the journey? If "yes", what kind of obstacles do you think you might face? ● Videoconference: Students greet each other and create talking avatars "All the best / Good luck to all partners involved" in their native languages They sing their national anthem and talk about their school and town. ● Self-evaluation: Pair the name of the student with the avatar that each student has created to show how he looks like. ● Reflection: A questionnaire with emojis “How do you feel about the activities of The First Door?”. Possible answers: I am very proud of the work I have done, Fine, Worried, Bored, Angry. (Reflection is the same for each project activity.) Suggested technologies: padlet, learningapps, voki, linoit, Google Forms, TwinSpace live event, TwinBoard, Page discussions, Forums.

Orientation

The Second Door has a focus on e-Safety:Pupils have to decide what the rules will be amongst the members of our international team during the journey in Wonderland. They mind map e-Safety and Netiquette rules that they must follow in order to travel safely through Wonderland. The two characters Super e-Twins (the yellow and the blue one) teach students how to use kids’ search engines (kiddle, alarms, swiggle) to find the information they need. Children are also introduced to websites with free images, music and videos. (https://ccsearch.creativecommons.org/). ● Safer Internet Day: Partners of each school organize an on-site event with the same programme. Representatives from other authorities are invited for example, police or the Mayor of the city. Parents can also be invited. ● Videoconference and chat: Students chat about e-Safety and Netiquette. ● Self-evaluation: wordsearch and hangman with the words regarding the topic: e-safety, netiquette, copyright, cyberbullying, protect, rules, internet ● Reflection: a questionnaire with emojis “How do you feel about the activities of The Second Door?”. Suggested technologies: popplet, videoconference and chat in TwinSpace, Google Forms

Collaboration

The Third Door (little detectives): In international teams, students collaborate and study creatures from fairy tales. Each team works on a different topic, for example, creatures living under water, creatures living on land and creatures that can fly. ● Teachers create three AnswerGardens named after the topics (one for each topic) and let students allocate themselves to the group they would like to join by typing their name. Team members have different roles to play according to their abilities. They choose fairy tale creatures to describe and search for information about them in books or on the Internet and watch videos. Students summarise what they have found, they fill in worksheets, draw pictures and present their work to the other teams. ● They create a digital library with the recordings of the tales from which the chosen creatures originate in both English and in the national language of each partner. ● The three teams together create an eBook "Mystery creatures of Wonderland" of the classical fairy tale characters described in English. ● Self-evaluation: Questionnaire about teamwork and contribution of each pupil for the success of the whole team. ● Reflection: a questionnaire with emojis “How do you feel about the teamwork activities of The Third Door?”. Suggested technologies: answergarden, Google Slides, padlet, learningapps, joomagThe Fourth Door focuses on Christmas activities with the help of mysterious Father Christmas’. ● According to the poll Would you like to learn how elves dance? students take part in the next activity - elves’ dances. ● Brainstorming: What extra powers does Father Christmas have? ● Mind Mapping: What do people around the world call Father Christmas? ● A wall with Christmas wishes in the native languages of each partner and in English. Involve students, teachers and parents. ● Video Conference “Elf yourself”: Have a lot of fun with elves’ dances. Split up students in mixed international teams. Each team create an elf dance with https://www.elfyourself.com and then students record themselves while dancing. ● Self-evaluation: matching pairs (images with Christmas symbols and words) Suggested technologies: poll-maker, popplet, padlet, elfyourself, learningappsThe Fifth Door (Who are the heroes of Wonderland nowadays?) ● A poll: Do these superheroes exist nowadays? ● Search for the superheroes. Students find images and information about superheroes in Kids’ search engines. The two characters Super e-Twins remind students how to recognize a superhero. Teachers create virtual galleries with superheroes which are coloured in by the students. ● Interactive map with talking superheroes: In mixed international teams students create a map with talking superheroes. They explain in English; what are the extraordinary abilities and powers that a superhero/superheroine has, his/her appearance, his/her attributes. ● Video Conference: A quiz with super heroes (ex. Kahoot, Quizizz) ● Self-evaluation: Puzzles with superheroes Suggested technologies: jigsawplanet, learningapps,quizizz, kahoot, duckduckmoose, thinglink, emaze, supercoloring, colouring-forkidsThe Sixth Door (Interactive map with challenges) ● A map of Wonderland: Together, all teams create the map of Wonderland (each team creates a piece of the map). ● Challenges on the road through Wonderland: Each team chooses a character and prepares a challenge for another team. The teams go through Wonderland, solve the challenges and meet the other teams at the centre of the map where they will celebrate their friendship and reach the end of the journey. The challenges represent real-life situations and difficulties which students face in their school life. The Goblin’s challenge deals with bad behaviour at school and bullying; The Dragon’s challenge focuses on how to overcome learning difficulties and The Troll’s challenge deals with recognising and expressing our emotions. ● How to be a good storyteller: storytelling tips for students about the components of the story, characters and language they use could be uploaded on TwinSpace. ● Comic strip: In “The adventure lovers’ diary” children describe how they solved the challenges and what solutions they have found. ● Self-evaluation: Have you learnt to use emojis properly? (matching pairs: picture with emoji and a word) Suggested technologies: thinglink, storyjumper Google slides, learningappsThe Seventh Door (Logo) ● A poll: Each team votes for a favourite superhero which will be a part of a common logo. ● Video Conference: Students colour their superheroes and create the logo together with the web tool Twiddla. Suggested technologies: twiddla, colorilloCOMMON OUTCOMES ● Suggested outcomes: interactive maps with talking superheroes, 3D galleries, comic strips, e- books, maps with challenges, logos, poster with Netiquette and e-Safety rules, resources created by the teachers, which are both available offline and online.

Evaluation & Assessment

Self-evaluation and reflection: After each activity, students complete a short questionnaire, solve puzzles or play other online games to assess what they have achieved. They can also comment on how they feel about this activity. At the end of the project, students, teachers and parents are asked to complete short questionnaire in order to provide feedback based on their participation within the project. An interview, a wall with emojis and comments could also be used. Suggested technologies: Google Forms,tricider

Follow up

Documentation: TwinSpace tells the story of the project. It should document in detail, how the project has developed including activities done before, during and after the project and information about students’ and teachers’ interaction. Each project activity should be recorded and presented on the dedicated TwinSpace page. All products should be uploaded to common folders in Materials. Preferably, there should be an agreement with all partners about the design of the TwinSpace. Dissemination: Project outcomes are disseminated on four levels. ● at a local level: Students present their work on school notice boards for their peers, other teachers and parents. Parents do some project activities together with students – “The challenges of the sixth door”. Students prepare an exhibition on the project outcomes for the school’s open day. Experts from the police can participate in “The Second Door” activities which are aimed at e-Safety. Local Authorities are invited to the school event to celebrate Safe Internet Day. Articles about the project are published in the local newspapers. ● at a national level: School websites, school Facebook group, educational magazines and bulletins are used to disseminate the project activities. Teachers present the project at national face-to-face events and conferences and on national TV. ● at an international level: Social media such as Facebook, YouTube and Twitter are platforms to disseminate the project at an international level. It can also be presented at international face-to-face events. Teachers collaborate and write an article disseminating the whole project in Newsletter of the eTwinning group “Visibility of the eTwinning projects”. ● on Mars: The project Wonderland, teachers and their schools are registered to join and have tickets to a NASA mission in June. Suggested technology: videos, infographics - piktochart

Additional information

Age from:

7
Age to:

11
Difficulty:

Intermediate

Additional information

School subjects

Key competences