• Atpūtas vietas izvēle

    Tēma: Atpūtas vietas izvēle

    Klase: 4.

    Posmi: 0., 2., 3.



    Dodu skolēniem trīs sludinājumus par atpūtas vietām.


    Pasaku, ka ciemos brauc Oskars ar ģimeni.

    Uzdevums: Izlasiet sludinājumus par atpūtas vietām! Iesakiet Oskaram un viņa ģimenei atpūtas vietu, kura vislabāk derēs viņiem! Atbildi pamatojiet!

    Daži skolēni izsaka savu viedokli un pamato to: "Es iesaku Oskaram un viņa ģimenei apmeklēt..., jo..."

    Uzklausot skolēnu atbildes, mēģinu apstrīdēt skolēnu atbildes un uzdodu jautājumus:

    Vai Jūs zināt, vai Oskaram patiks, vai nepatiks Jūsu ieteikta atpūtas vieta? Kāpēc? Vai Jūs zināt, vai Oskara ģimenei patiks, vai nepatiks Jūsu ieteikta vieta? Kāpēc? Vai Oskaram un viņa ģimenei var atšķirties viedokļi, kuru vietu apmeklēt?Kāpēc? Kāpēc Jūs nevarat pateikt, vai Oskaram patiks/nepatiks Jūsu ieteikta vieta?

    Uzdodot šos jautājumus, mans mērķis ir, lai skolēni nonāktu strupceļā un saprastu, ka viņi nevar paskaidrot, vai Oskaram un viņa ģimenei patiks viņu ieteikta atpūtas vieta, jo viņi neko nezina par Oskaru un viņa ģimeni. (mēs neko nezinām par Oskaru: kas viņš ir,kas viņam patīk/nepatīk,uz cik ilgu laiku viņš atbrauks, ar ko viņš atbrauks utt.)

    Kā Jums pietrūkst, lai ieteikt Oskaram atpūtas vietu, kura vislabāk derēs viņam un viņa ģimenei? Kā mēs varam uzzināt, kas patīk, kas nepatīk Oskaram? (skolēnu atbildes-piezvanīt viņam, atrast profilu Facebook, satikties ar viņu un uzdot jautājumus utt.) Pasaku, ka tagad nevaram piezvanīt, nevaram atrast profilu Facebook, bet Oskars atsūtīja Jums vēstuli.

    Dodu skolēniem darba lapu ar Oskara vēstuli.

    1.uzdevums. Izlasi vēstuli no Oskara!


    Skolēni izlasa vēstuli, atbild uz jautājumu - vai izlasot vēstuli, Jūs uzzinājāt kaut ko par Oskaru un viņa ģimeni, kas var Jums palīdzēt izvēlēties vienu no 3 atpūtas vietām, kura vislabāk derēs Oskaram un viņa ģimenei?

    Tālāk skolēni ņem trīs krāsainus zīmuļus, vēlreiz lasa vēstuli un pasvītro vēstulē  informāciju par Oskaru, informāciju par Evu un informāciju par vectēvu Igoru

    2.uzdevums.  Noraksti no vēstules pirmajā stabiņā visu informāciju par katru ģimenes locekli!


    Izmanto informāciju par katru ģimenes locekli, secini, kādas prasības ir Oskaram, Evai un vectēvam Igoram atpūtas vietai!


     Prasības atpūtas vietai katrai klasei var atšķirties.

    Turpinām 2.stundā


    3.uzdevums. Ieraksti tabulā Oskara, Evas un vectēva Igora prasības atpūtas vietai! (skat.2.uzd.)


                        Vēlreiz lasi sludinājumus un atzīmē ar X, kura atpūtas vieta atbilst Oskara, Evas un vectēva Igora prasībām! 


    Secini, kura atpūtas vieta vislabāk der Oskaram un viņa ģimenei! (Atpūtas parks pie ezera "Silene")


    4.uzdevums. Uzraksti vēstuli Oskaram un iesaki viņam un viņa ģimenei atpūtas vietu, kura vislabāk derēs viņam un viņa ģimenei! (noskaidrojām - Atpūtas parks pie ezera "Silene")

    Uzraksti 3 iemeslus, kāpēc Oskaram, Evai un vectēvam Igoram derēs šī atputas vieta(kā pamatojumus izmanto informāciju par katru ģimenes locekli no 2.uzd.)

    Uzraksti, kādas aktivitātes tur ir Oskaram, Evai, vectēvam Igoram(izmanto prasības atpūtas vietai no tabulas 3.uzd.)

    Raksti 80-100 v. 


    Lasu divas vēstules! Lūdzu skolēnus salīdzināt tās un pateikt, kura vēstule ir labāk urakstīta, kāpēc?





  • Atpūtas vietas izvēle

    Tēma: Atpūtas vietas izvēle

    Klase: 4.

    Posms: 0,2,3

    Mērķis: 1.Mācīt skolēnus patstāvīgi pētīt jaunu tēmu.

                2.Mācīt skolēnus izvēlēties atpūtas vietu pēc pašu skolēnu izstrādātajiem kritērijiem.

  • Cilvēka raksturojums

    Tēma: Cilvēka raksturojums

    Klase: 5.

    Posms: 0, 2., 3.

    Mērķis:mācīt skolēnus raksturot cilvēku pēc pašu skolēnu izstrādātajiem kritērijiem.

  • Class 4 Riddle Lessons

    Class: 4

    Subject: English

    Teacher: Susan Granlund

    Competence stages: 0 - 2

    Aim: These worksheets include a description and explanation of the series of lessons in which we used making riddles as a means to learn how to describe animals, as well as practising grammar and expanding vocabulary. The lessons also involved reflecting on parameters and building up an ENV or passport of an animal.

  • Darbības vārda pagātnes laiks

    Tēma: Darbības vārda pagātnes laiks

    Klase: 4.

    Posmi: 0, 2.,3.

    Mērķis:Mācīt skolēnus patstāvīgi meklēt likumsakarības un veidot darbības vārda pagātnes laiku.

  • Darbības vārda tagadnes laiks

    Tēma: Darbības vārda tagadnes laiks

    Klase: 4.

    Posmi: 0., 2.,3.

    Mērķis:Mācīt skolēnus patstāvīgi mācīties veidot darbības vārda tagadnes laiku.

  • Describing an animal through its appearance

    Describing an animal through its appearance

    Subject: Finnish

    Grade: 3rd or 4th


    • finding descriptive words for an animal`s appearance

    • finding names (concepts) for values of appearance

    • increasing vocabulary

    • using ENV as mind map


    • using ENV tool for sorting and finding names for values

    • finding more detailed, new parameters for original, known feature-> coming towards more specific details

    • using pairwork as a method towards succesful sharing and helping each other with the task

    These attached worksheets are both for the teacher to plan the lesson and for the pupils to do independent and pair work. Here is only one lesson but you can use the idea for series of lessons . I suggest here three lessons:

    Lesson 1: Pupils can collect a bank of good descriptions of an animal´s appearance. You can make a passport of what is relevant and important to describe well an animal. This is lacking from the attached worksheet and would be useful improvement.

    Lesson 2: Using worksheets TASKS 1 and 2-> inpependent and pair work of finding features from the parameter of appearance. Here are two worksheets because partners need different pictures in their worksheets.

    Lesson 3: Using worksheet TASKS 3 and 4 -> individual and pair work describing an animal through sentences and figuring out what kind of animal it would be.

  • Direct speech rules

    Aim: pupils find direct speech sentences and rules how to write them in their own texts/stories

    for: 3rd class pupils (age 9-10)

    Beginning: Pupils are in pairs and they have 12 sentences to sort. Sentences are affirmative sentences and direct speech sentences written with two different marks what we use in Finnish (with lines and with enverted commas).Teacher tells that sentences are from two different stories so there are no point to try to organize them to chronological order.Teacher anyway motivated pupils by telling about those two stories.

    1. - Sort sentences into 2 or 3 groups. Talk with your pairs what are the arguments so that both of you can agree.

    - pair groups have different kind of arguments concerning how they sorted

    - all the arguments were acceptable (- Here they speak about animals and here not...etc)

    - teacher anyway choosed gently pairs´ job which leeds towards aim

    - this pair had sentences in three groups: affirmative sentences, direct speech sentences and question sentences (which were actually also direct speech sentences)

    2. - Now we put away these affirmative sentences which we have in one group

    - pupils read affirmative sentences and then we turned away them

    3. - Sort now remaining sentences into two groups.

    - again every arguments were acceptable (- Here are commas and here are question marks..etc)

    - teacher again choosed one pairs`job were they had sorted sentences into two groups: direct speech wíth lines and direct speech with enverted commas

    - we spoke that both are used in books and texts

    4. - Now we choose this group direct speech whith lines for collective examine. Talk with your pair and write down into note stickers every detail what do you notice about writing direct speech.

    - pairs wrote down what they found and that is how we got values for the ENV

    5. - Now we can collect on the blackboard what you found and maybe share them into groups

    - ENV on blackboards whith pupils note stickers

    - E: direct speech sentences        

    - N: direct speech      V: line before speech, comma, question or exclamation mark when speech ends, big letter in the beginning of sentence...

    - N:who is saying       V: small letter after comma, question or exclamation mark except proper nouns...

    6. Then we wrote rules down  into note book  for writing direct speech with a few examples.

    Speculation: Pupils were motivated to sort sentences and they really talked about the subject.because teacher didn`t dissmiss any arguments all pairs were involved althought teacher choosed always one group for leading task towards aim. I ´m still little sceptical if everyone is now cabable to use what we learned.

  • ENV in group working skill

    This is an example of using ENV model in the 4th grade for giving them a tool to find out the group working skills which needed developing.

    This is kind of like asking the students to develop a rubric to mark their own group work skills - they work out the parameters (variables) and values themselves. The group working skills needed to be identified and named in order to see where there was scope for development.

    The process had started from the values (V). The comments of the children during the group working process were taken down and here are some examples

    "I don’t want to do this."
    "I want red card."

    "Come here and work with us."

    "Could you help me." (link)

    The children were given a list of comments they had come out with while working together. They were asked to write down what the person did while saying a comment. They had to form a sentence telling what the person is doing starting with He/she is… (link). I had a vision that we needed to approach the skills from the real life action which took place in the class.

    The sentences were looked at and now the thinking model ENV was introduced to organize the information from the sentences. E stood for the group working skills. How could we transform the action (written in sentences) into group working skills? The pupils had to write a list of skills (N) that were based on the actions (verbs) in the sentences. Every comment had several sentences. The pupils were forming one parameter per a group of sentences. They had to give a name to each group of sentences. They needed to see what was common between the actions in the sentences. They were forming N of the ENV model. (link)

    Now there was a list of skills which could be used for marking and reflection. What is the skill I need to develop? What is my aim when I’m doing group working next time. The whole group could also choose an aim from the list. The group working skills had been made visible by using the ENV-model.


  • Group working skills, parameters, 4th grade











    Wants to participate.










    asking for help


    Asks for help.




    wanting to hear why


    Wants to know why.




    working voluntarily


    Works voluntarily.






    helping when needed


    Helps to do the group work.




    wanting to decide on his own


    Decides on his own.

    Listens to the others.



    taking others into account by asking


    Asks the group.




    giving orders


    Gives orders.




    working actively


    Tekee ryhmän työtä innokkaasti.

    Ei tee ryhmän työtä.



    giving in


    Gives in.




    sharing the work


    Suggests sharing the work.




    trying to achieve compromises


    Tryes to persuade the others.



  • Ideas for TA tasks

    I - The first exercise is about writing a narrative. Using a previous brainstorming they listed the categories necessary to write a narrative. Afterwards they completed, trough a sorting out activity each category and then wrote their one texts.

    II - The second exercise is about nouns and its different types, trough thinking, sorting out, reflexing and assessing their own knowledge on the subject.

    III - The third exercise is about tonal accentuation in Portuguese. Using the names fo the pupils they had to sort them out into three categories, dividing them in names accentuated in the last, before the last and before before the last syllable.

  • It's about time!

    A phenomen based learning project about time. (Grade 3)


    Hilppa Jankama, Rauman normaalikoulu


    This thinking task was just one part of a larger project where students were learning different skills connected to telling, calculating and understanding time.

    One part of the project was planned by a student teacher as a part of a themed teaching practise, where student teachers plan and conduct lessons for one whole week. The student teacher in question chose to study a student centered approach to planning lessons and students were involved in the process of creating learning outcomes and planning activities. Core subjects were Finnish, math and science.

    Another part was learning how to tell time in English and learning vocabulary connected to time on language lessons.

    My part of the project concentrated on one outcome in our current curriculum - "studying the structures and mechanisms of different devices"  This part of the project took 8 lessons in total during a period of two weeks.

    Science content outcome:

    Understanding at least two different mechanisms for measuring time and explaining them in your own words.

    Completing a process of acquiring knowledge, designing and testing.


    Thinking outcome:

    Reasoning your own thinking in a convincing manner.

    Applying knowledge gathered from reading comperension tasks.

    Designing and testing your own apparatus for measuring time.


    Other outcomes:

    Practising strategies on reading compressension.

    Answering questions both orally and literally.

    Promoting agentic learning culture.


    NB: all worksheets and tasks are in Finnish

  • Learning to learn words: description of lessons

    TOPIC: Learning to learn English words


    AGE: 9    GRADE 3


    SUBJECT AIM: Pupils become familiar with and use English words which are similar to Finnish words, both by comparing pairs of words, and by looking at an English text. Pupils begin to notice the similarities and difference between words in Finnish and in English.

    THINKING AIM: Pupils use the material to compare, to notice similarities and differences, to make predictions and conclusions and to make tentative rules about word formation in English. Through sorting they make a simple ENV, and they practise reflecting on their thinking and learning.



  • Marking a dialogue in a text

    The content aims:

    The 3rd graders are making their own rules for marking a dialogue in a text. In the beginning of this project they could write what people are saying but in many texts it can't be seen. The pupils don't necessarily write and mark who is speaking.

    The thinking aims:

    The pupils are learning to study by looking at the skills they have now and forming aims to improve their marking. They will be learning to collect and use a bank of dialogue for making rules to mark the dialogue in their own text.

    This Project will consist of several lessons.

  • Opettajan suunnittelulomake/Template for teacher´s planning (worksheet)

    I have used this template for planning thinking lessons together with classroom teachers (teacher´s team work: classroom teacher and sen teacher). Generally I have used it for planning Finnish lessons but also for planning Math lessons. I have a feeling that I have to develop it more and try to adapt it so that I can use it for several lessons.

    Here I have a blank template for planning. I usually write it by hand and I try to develop it easier so that I can fill it in also electronically. I also publish one filled in (Finnish lesson where pupils find proper sentences and rules for them, 2nd class) of the lesson I have taught.

  • Plannig a trip

    Challenge: To write an invitation to whole school for the trip to the lake near us

    Thinking aim: What to take in consinderation to organize a trip

    Content aim: Text type invitation

    Social aim: Get to know better the new headmaster and the new teacher


    Step 1: Training game called the password

    First we pick up a pupil in front of the class. We write the word ‘Hiking trip’ behind the pupil for he/she can’t see the word but the rest of the class does. Teacher gives the limitations that the word is something we can do with the whole school (50 pupils). Then he/she starts making questions that can only be answered yes or no. Teacher is writing down asked questions for pupils to see. Finally the word will be discovered.


    Step 2: Finding the strong questions

    Then the class start to look at the questions more closely and try to find the questions which really helped to figure out the password. From the strong questions we try to build the parameters.


    Step 3: Building ENV model as a passport too


    E N V

    a trip

    distance from the school  
    ways to get there  
    food and drink  


    Step 4: Finding the values

    Class is devided into groups and given to parameters to find the values. Time giving to the task is 10 to 15 minutes. After that we collect the values to fulfill the ENV model.


    Step 5: Making a passport of an invitation

    What thing need to be said in the invitation that the receivers know how to prepare for a hiking trip to a lake.

    time place equipments activities


    Step 6: How to organize a trip

  • Prievārda "uz" nozīmes

    Tēma: Prievārda "uz" nozīmes

    Klase: 4.

    Posmi: 0., 2., 3.

    Mērķis: mācīt skolēnus patstāvīgi atrast un izskaidrot prievārda "uz" nozīmes un to lietošanu dažādos kontekstos.

  • Questions on a story


    Grade:         3rd or 4th

    Subject:      Mother language (here Finnish)

    Aim:             - Finding answers to questions

    -Noticing different types of questions and noticing that finding answers to some may take more thinking, sharing and time

    - Working together and finding it useful

    Tools:           -Story (here a traditional Finnish folktale: Hölmöläistarina Rahakirstun vartiointi)

                          -Worksheet per pair and everyones notebooks

                          -Bloom´s taxonomy posters and pair work rules on the blackboard.

    1. Teacher reminded of pair work rules and introduced questions levels (Bloom taxonomy poster)

    2. Pupils read the story – aloud together or in silence

    3. Pupils worked together: they had questions on the worksheet together and their own notebooks for answering questions

    4. Shared class reflection in the end of the lesson: what questions where more difficult to answer than others? What kind of questions need more thinking? What kind of thinking?

    - Add: Worksheet of questions (Bloom`s taxonomy)



  • Rhyming poem

    {jcomments on}

    Rhyming Poem to schools Talent show

    Content aim: To write rhyme poem to our schools Talent-show. The whole class of 3rd and 4th graders involved.

    We are going to have our schools own Talent competition. We wanted, in our class, to do something together. Poem was suggested.

    We have been writing poems before and rhymes ( sunny-funny or small-tall) are familiar to the pupils. We started working in small groups, task was to write at least 3 sentences and time was limited to 10 minutes.

    When the time was up, we started to read sentences out loud and I started to queston, what this sentence is about. Pupils started to find out the parameters for env. I give the examples in English even thou the original ones are bit different because the rhymes and words are in different language.

    E N V
    Our class and pupils Our class is funny and everyone is sunny.
    Rhyming poem about shcool Our teacher She`s taking care and being fair.
    Classroom We have all decorations for easter celebrations.
    Subjects Math is nice when you can roll the dice.
    Objects in schoolwork I`ve got my pen but now let`s count to ten.


    While filling out the env we noticed, that there were more sentences in parameter `our class and pupils` and just a few in `classroom`. That knowlige helped us to fill in the missing parts, so the poem would be balanced between these parameters.

    Our Talent competition is still coming and now we are going to focus on the presentation. This was a starting point to the following.

  • Skaitļa vārdi

    Tēma: Skaitļa vārdi

    Klase: 4.

    Posmi: 0.,2.,3.

    Mērķis:Mācīsieties kā veidot un pierakstīt skaitļa vārdu formas.


  • Sorting birds

    Sorting task – birds


    Topic: To find out why birds have different feet

    Effect: Pupils will be able to find out what kind of birds live in certain areas

    Problem for pupils: To connect birds-feet with certain areas

    Bank of objects: pictures of birds in their natural surroundings with enlarged pictures of their feet on the photo and names

    Age: 7 years, working in groups,  3 – 4 together

    Sorting task: Children were asked to sort 18 pictures of different birds. No other instructions was given.

    Process:  The first group had no idea how it was possible to sort those birds. The birds were different in color and size. They tried to sort by color but they considered that was not a good idea because the groups would be so many. They also talked about sorting them by names but didn‘t do it.  I listened to them talk but did not help them. After some frustration one boy pointed at the birds feet and at once everyone in the group started to work.  At this point the job became easy and the group sorted the pictures by their feet. When they finished the job one boy pointed at the birds beaks and said that birds with long legs also had long beaks.  I asked them if they knew why, they said that it was because the water was so deep and it would be difficult to find food in the bottom of the water if the beak was shorter. My questions led discussions that followed. I asked about other feet, why some birds had flippers and they answered that they were good for swimming. I asked more questions about feets and they gave the ,,right“ answers.

    Second group acted differently. One boy pointed at the feet immediately, other boy and a girl talked about sorting by names, the same girl suggested to sort by size but in the end they choose to sort by beaks. We had a little discussion after they finished,  why birds have different beaks. One said it was because they were born with it, another said it was because some birds live at the ocean, some in the sky, some at the beach etc.  Then I asked them to sort in a different way. They started to sort by colors and had three groups but because most of the birds had more than one color (except the raven and the swan) they became confused but finished the job. When I asked them why one of the bird was in the group called white (it was as much white as black) one girl said it was because it was more white than black. When I asked them to sort again in a different way they had to think about it for some time and came to the conclusion to have two groups, one for birds with flippers and one for birds with different feet. We had the same discussion as the first group with same result.

    In the third group there was one boy with ADHD and another with concentration difficulties and two girls. This group was very accurate in their sorting. They started with the feet and we had a good discussion about why the birds have different feet: „ They make you swim, they are good for sitting on branches, good for wade, good for hunting and good to see in high grass“. When I asked them to sort again the boys had lost interest but the girls sorted by names, same first letters in same group.

  • Sorting task

    {jcomments on}Subject: Mathematics

    Age of pupils: 6-7 years

    Items to be sorted: Pictures of red cubes


    Groups envisaged:

    • Order – caos
    • One row – two rowes (5 and...) – pairs – two groups - caos
    • Seven – eight – ten
    • Oddnumbers – even numbers


    Conclusions to be arrived at:

    • It is better to count an compare quantity if things are organised rather than in caos.
    • The same number can be made in many ways.
    • Pictures can show if a number is odd or even.
    • You can find five in the numbers: 7, 8 and 10
    • You can count by two´s up to 8 and 10 and almost up to 7
    • You can split the quantity of 7 up in two groups and it can also be done with 8 and 10.


    Pedagogical functions defined:

    • Pupils learn that you can make the same number in many ways.


    My experience of this sorting task.

    I have tried this sorting task with three different pairs of pupils, two groups of 7 years old and one group of 9 years old. They all have difficulties in mathematics and the pairs acted differently towards the task. One group (9 years) focused on how the cubes were organised and began to sort by that and when I had asked questions they sorted in two other ways. One group began to sort in three groups by numbers of cubes. After I had asked some questions they tried to sort by other features but it always let to the number groups. The last group had difficulties in understanding the concept „sorting“ and didn´t know what to do. I tried to explain and they sorted in order and caos after some discussion. I tried to get them to sort in other ways but they didn´t manage to do so in the time given.(Picture of the red cubes. must follow)


    Is this a thinking task?

    It may be a thinking task for some pupils and not for others. It depends on what the pupils do know before they work on this task.

  • Studying nouns


    the 3rd grade

    Using a picture from a story book to write words and sentences


    The content aim

    To study nouns by using a picture from a book. The pupils would make the texts themselves. They would start to understand the meaning of different words in a sentence.

    They could explain what kind of a word a noun is.

    Thinking aim

    They would practice making a bank. They would use creativity to make texts for study purposes. They would use the material they have createded to make explanations.

    They would reflect on their learning.


    The pupils got worksheets to fill in. The tasks involved every time a question to give a challenge. Some times extra tasks were given. For example take three/four/five/six words from your list a use them in one sentence. The sentence describes the situation in the picture. 

    Reflection on the series of the tasks

    The mother tongue book was not used during these lessons. The book would have given the pupils the rules but creating and collecting the material by ourselves enabled the pupils to study the content by themselves.

    It is important to find a good picture which gives enough details, is interesting and leaves questions in the air.

    When the pupils are interested in the picture they will accept the challenges better.

    The worksheets have tasks where the pupils plan and assess their work. They were also given tasks to give peer assessment.

  • Studying photos

    Visual Art

    3. graders Rauman normaalikoulu

    The pupils have been studying the Old Town Hall in many ways. This time the focus was on the photos. What could the photos taken now and before for different kinds of purposes tell us. Would it be possible to learn from photos?

    The idea was to offer a different point of view into thinking about the cultural heritage, in our case this time Old Town Hall: how do we feel about it, should we look after it, is it important to us? What values does it represent to us?

    Old Town Hall (teacher's notes) attachment explains the aims of the lesson and some results.

    Old town Hall (task for learners)attachment shows the 16 photos which were used during the lesson.

  • Studying punctuation in direct speech

    Kirsi Urmson, Rauman normaalikoulu, Finland

    Studying punctuation in direct speech

    I started studying punctuation with my class when they were on the third grade. The pupils were taken to a situation with a task where there was no puctuation. It was challenging to know who was talking. It was difficult to follow the story.

    The pupils were given texts to find out how the direct speech was marked in the texts. This was guite challenging for the third graders.

    I decided to make a new attempt with them on the fourth grade. After spending some time on forming rules by the individual pupils, I gave them a simple test. They had to write and puctuate some sentences I read to them out loud.

    The variety of answers can be seen on the attached materials. The pupils were given these sheets and they could see right away there is a problem with the rules. There were too many different answers. 

    This time they had to use parts of stories I had copied for them to find support for the sentences they thought were written with the correct punctuation.

    They were given a work sheet for this. Now they had a more concrete approach to tackle the problem: what kinds od rules do we need for puctuation in direct speech so that one can follow the story.

  • Tarinan rakentaminen

    2.-luokan äidinkieli (noin 3-4h)

    Tavoitteena on löytää tarinan ”rakennuspalikoita”

    Ongelman määrittelyä (stage 0)

    • Tavoitteena on oppia kirjoittamaan tarina. Pohditaan ongelmaa. Miten selvitämme, miten voi kirjoittaa hyvän tarinan? Kerätään kysymyksiä. Mistä tarinat on tehty? Miten tarina kirjoitetaan? Miten tarina aloitetaan ja lopetetaan, mistä ne kertovat? jne...


    Pankin kerääminen (stage 1)

    • Luokkaan on tuotu sarjakuvia tarinoista (3-8 kuvaa jokaisessa). Oppilasparille annetaan tehtäväksi tutkia yhtä kuvaa ja kirjoittaa sanalistaa siitä, mitä kaikkea he näkevät. Harjoitellaan tarkkaa katsomista ja kuvailua. Kootaan sanapankkia.

    • Seuraavaksi oppilaspari lähtee vertailemaan omaa kuvasarjaansa toisten oppilasparien kuvasarjoihin. He kirjaavat listaansa lisää sanoja siitä, mitkä asiat yhdistävät kuvasarjoja. Tämän jälkeen kirjataan myös asioita, jotka eroavat kuvasarjoissa. Kartutetaan sanapankkia. Annetaan aikaraja tämän työn tekemiselle.            


    Luokitellaan sanoja, järjestellään pankkia (stage 2)

    • Laitetaan kerätyt sanat näkyville. Kysytään oppilailta, mitkä sanat voisivat kuulua samaan ryhmään ja miksi. Oppilaat siirtävät sanoja ja perustelevat.

    • Kun sanoista on saatu muodostettua ainakin joitakin ryhmiä, annetaan oppilaiden keksiä niille otsikot. Syntyy otsikoita ( esim. aika, paikka, sankari, pahis jne.)

    Strategian luominen (stage 3)

    • Kerätään löydetyt otsikot näkyville. Muodostetaan passport, joka toimii löydettynä strategiana eli käyttöteoriana tarinan kirjoittamiselle. Jokainen oppilas kirjaa otsikot omaan työskentelymonisteeseensa (ENV).

      Strategian testaaminen (stage 4)

    • Oppilaat keksivät otsikoiden alle omat ideansa, joiden pohjalta he alkavat keksiä tarinaa.

    • Oppilaat piirtävät ideoidensa pohjalta sarjakuvan tarinan vaiheista. Tämän jälkeen tarina kirjoitetaan.

    Uuden ongelman löytäminen (stage 0) Miten kehittyä kirjoittajana lisää?

    • Luetaan syntyneitä tarinoita. Pohditaan tarinoiden lukemisen jälkeen strategian toimivuutta ja sitä, miten tarinoita voisi edelleen kehittää.

    • Kerätään oppilaiden kirjoittamien tarinoiden pohjalta lisää ideoita otsikoiden alla oleviin sanapankkeihin.

    • Kerätään oppilaiden ideoita siitä, mitä asioita pitäisi kehittää tarinan kirjoittamisessa seuraavaksi.

    • Aletaan esimerkiksi tutkia, millaisia aloituksia ja lopetuksia tarinoilla on satukirjoissa. Kerätään uusia pankkeja ja aloitetaan sillä tavoin prosessin vaiheet alusta.



  • Teksta vērtēšanas un rakstīšanas kritēriji

    Tēma: Teksta vērtēšanas un rakstīšanas kritēriji

    Klase: 5.

    Posms: 0, 1.,3.

    Mērķis: Mācīt skolēnus vērtēt un rakstīt tekstu pēc pašu skolēnu izstrādātajiem kritērijiem.

  • The Lost Dog. Descriptions in English

    TA lesson   My Lost Dog


    Class:4 (age 10), 2nd year of English

    Lessons per week: 2

    Competence stages: 0-2

    The children have been learning about pets in their books and, based on playing the password game, they built an ENV of pets in general. They have just been learning, 'It has...'.


    CONTENT:to practise using 'It is..' and 'It has..'. Writing sentences in English, expanding vocabulary. For teacher also diagnostic aim - sentences and grammar to be dealt with later.

    THINKING:to practise working out parameters to be able to give an appropriate description of something for a particular purpose. Building and using ENV as a tool.

    CONTEXT AND CHALLENGE:You are on a motoring holiday abroad and your dog gets lost. What should you do? At the Lost Animal Shelter you have to describe your dog very exactly to find out if it is there. They won't show you the dogs at the shelter, nor will they ask you many questions. You must decide what you need to tell them.

    The children made their descriptions, tested them out and worked out the necessary parameters. A more detailed plan for this lesson and the worksheet used are attached.

    Teacher's comment: This challenge turned out to be too easy for the pupils, and the final task would have worked better as the first task. This would have been more difficult and perhaps led to the need for banks to help the pupils make better and more appropriate descriptions and would have helped them to learn more new vocabulary. 


  • Thinking Theme Day, Part 1

    THINKING THEME DAY 8.2.2013      

    Susan Granlund and Anni Savisaari

    Part 1

    Number of pupils: about 200, divided among 9 teachers into groups with pupils from classes 1 – 6 (7 to 12 year olds) mixed. They were then further divided into groups of 6.

    Time: 9am – 1pm ( 4 lessons: 1 – Setting out the challenge and warm-up task, 2 – Finding reasons behind the problem and making ENV, starting to develop solution, 3 – Making a poster to advertise group solution and why it’s good, 4 – presenting solutions to each other in classes, evaluating and deciding on the best, 5 – whole school presentations of those solutions chosen in the classes, and reflection on day and solutions back in own classes.)

    Aim: To have the whole school working together to solve a common problem; giving the staff and pupils a chance to see how they might manage to approach a problem with some help from TA. To let pupils see the value of working together on something difficult and to let them see how some ‘tools’ and procedures (ENV) might help them.

    Specific aim: to try to solve the perennial problem of untidy corridors and cloakrooms in the school by asking the pupils themselves to solve it.

    Organisation of the day

    Whole school morning assembly    Step 1: SETTING THE CHALLENGE

    Motivation: We imagine we are from a firm called ‘Lapsissa on Ratkaisu Oy’ – ‘The Solution lies in Children Ltd.’ We believe that children are able to solve much more difficult problems than we think, and that they can solve some problems which adults haven’t been able to. We can give them some tools to help them and we‘re sure they can do it. Today they will not have a school day, but a working day. They’ll be in teams of different ages, just like adults at work, and they’ll have the company’s paper with logos provided as well as pencils and stickers ‘I Can Think’.

    The Problem: We showed them a photograph of an untidy corridor.

    1. Have they seen a corridor like this? What’s the problem? They made suggestions, specific and general – there are shoes in the middle of the corridor, the coats have fallen, and the corridor is messy.
    2. Does it matter? Why is it a problem? They suggested it doesn’t look nice, someone could trip, you can lose things, things can get broken, damaged. We also spoke about the fact that the fire chief had visited the school and said that in an emergency, when the corridors are possibly dark, corridors like this would be a real risk. We established many reasons for keeping the corridors tidy.
    3. What about the cleaners? They’ve been complaining about the corridors. So what do you think their job there is? They suggested cleaning the floor, dusting.
    4. We interviewed the cleaners themselves. They said cleaning the floor and the walls and wiping all the surfaces. We asked, is it their job to pick up fallen jackets, put away shoes and so on? They said no. We asked if it’s the teachers’ job? The parents’? The classroom assistants? Whose? The pupils all said their own.
    5. We asked the pupils to imagine they are cleaners and they go into this corridor. How do they feel? Not happy.
    6. We asked if keeping their coats and shoes tidy is difficult, and they all said no. So we asked why it’s a problem. One boy suggested at once that they’re lazy.


    CHALLENGE / TASK: In their teams they have to find a solution to keeping the corridors tidy and the following limitations apply:

    a)     The solution is one that has not been tried before.

    b)    It should be a long term solution.

    c)     It should be easy for everyone to understand.

    d)    It should not involve money.

    e)     It should not involve adults.

    The pupils were then divided into groups and set off to start working in the classrooms. In each class there were two big posters on the wall, one with the AIM – to find a way to keep the corridors tidy, and one with the LIMITATIONS, so that they could keep them in mind while working.

    Group warm-up task, 10 minutes:to find a name for your group. Limitations  - it should start with T, it shouldn’t be someone’s name, it should include at least one double consonant, and it should have an odd number of letters.

    The idea of this small task was to fill the 10 minutes before their first break and to give them a chance to think together on something smaller. In the end most groups found this task extremely difficult, and the teachers said the pupils had to help each other a lot explaining what a double consonant is and even what an odd number is. In the end however they all found a name (at the end of the day we saw many of the names and no two were the same – only a few groups had made a long name, the others had all desperately tried to make a name of 5 or 7 letters, although this wasn’t stipulated at all).

    It would have been good to reflect at once on this task and how they’d done it, but it wasn’t possible as our timetable was tight and there were so many groups. However, getting better at this kind of small task is something we could do with classes. This task was also difficult as the pupils in the groups didn’t really know each other, since they were all from different classes.

    Teachers:Earlier in the week we’d given the teachers an explanation of the procedures we envisaged for the day and roughly how long things would take. They therefore had time to ask us questions about it and to understand what it was about. We had also made a few sheets with ‘Thinking Games’ for them to try out if they had time left over (Odd Man Out, Yes/No, Good and Bad).

    Step 2: Tools to help solve the problem.See Thinking Theme Day, Part 2 andThinking Theme Day, Part 3, Feedback and Reflections


  • Thinking Theme Day, Part 2

    Part 2
    Part 1, a 45-minute lesson, had been introducing the problem in the assembly hall, dividing groups and giving a small 10-minute task, to find a group name. See Thinking Theme Day, Part 1

    Lesson 2.
    The groups were advised that in order to solve the problem we have to know why it is a problem.
    10 minutes: In groups the pupils were asked to list the reasons why keeping the corridors tidy is such a problem, as most of them couldn’t think why at once. They were slow to get started with this, but once they got going they found lots of reasons, including things we, as teachers, hadn’t thought of, like the fact that they have competitions to get into the classroom first, so they more or less just throw their coats at the hooks!

    10 minutes: whole class discussion, listing all the reasons they’d found, and making an ENV model of the reasons, with the reasons being the values. They had help in grouping the values to find parameters as we didn’t have time – we predicted that the parameters would concern TIME, SPACE and BEHAVIOUR, so they were asked to fit the reasons into these, which they did.

    10 minutes: class discussion continued with them suggesting what the ideal situation would be in the case of each reason they had found, so, for example, if the problem is that coats fall down and no-one picks them up, they suggested that if anyone sees a coat on the floor, or accidently knocks it down themselves, they should pick it up.
    15 minutes: the groups started to look for possible solutions to the problem. Some of the groups looked closely at the ENV and what it said, some went to look more closely at the cloakroom itself to see if there was anything that could be improved there. They were asked to think which of the problems is the worst one and which of the ideal situations would help most.

    LESSON 3
    The groups thought up their own solutions to the problem, planned a poster advertising their solution and why they thought it would work, and started to make their posters. They were also supposed, in their classes consisting of three to four groups, to listen to each group’s solution, consider the good and bad points of each and decide together which was best, to be presented to the whole school. This was quite ambitious in the time we had, and choosing the best one spilled over into the next lesson. The children were enthusiastic about this stage.

    LESSON 4
    Everyone gathered in the assembly hall and the the groups who’d been chosen from the classes all presented their own ideas. We had thought that pupils should ask them questions and that they should say why they think this is a good solution, but time ran out.

    See Thinking Theme Day, Part 3, Feedback and Reflections

  • Thinking Theme Day, Part 3, Feedback and Reflections

    Part 3       Feedback: Pupil and Teacher Reflections on the Thinking Theme Day

    Following on from the ‘Thinking Day’ (Thinking Theme Day, Part 1, Thinking Theme Day, Part 2). All the pupils filled in a feedback and reflection form, which was partly based on questions they’re always asked after theme days and partly based on questions we wanted them to think about afterwards. Here’s a summary of the pupils’ answers: (The first three questions are always asked after a theme day.)

    1Was the theme day   Great ( 19 ), Good ( 64 ) or Boring ( 39 )? The older children in particular found it boring; the younger ones were enthusiastic. There are probably several reasons for this.

    a) The older ones are more resistant to doing things in a different way from usual, especially if they have to work hard at it.

    b) Because the groups were from different classes, the older ones had to take responsibility for their groups and sometimes found it hard to control the younger ones, or to get anything out of them – there wasn’t a very equal share of work.

    c) Some of the older ones think (or at least say) that everything is boring.

    2. What did you learn from the theme day?

    To think, to make a poster, how to keep the corridors tidy, to pick up coats from the floor, to keep our indoor shoes in the classroom, to work in a group, that you don’t always need money to solve problems, what the word ‘think’ means. 

    One boy wrote, ‘ I learned that if you really, really think about something, you can eventually find a solution.’ But another wrote, ‘ I learned that some things are too difficult even for children to solve.’

    3. What was the best thing about the theme day?

    Making new friends, working in a group, making a poster, thinking together, juice and biscuits, breaks, no homework.

    4. What was easy?

    Working in a group, making the poster

    5. What was difficult?

    Thinking,  thinking up a name for the group, finding the solution, making the poster.

    6. What helped you to find a solution?

    Talking to friends, group discussion, the aim on the wall and the limitations on the wall, the chart about the reasons on the blackboard, listening. Above all they felt it was very useful to be solving the problem in a group.

    7. Which of the solutions presented in the assembly hall did you think was best and why?

    They liked a variety of solutions and gave reasons such as, ‘It’s a good idea.’, ‘It would keep the corridor tidy.’, ‘It didn’t cost anything.’, ‘It was funny’, ‘It gave the problems and the solutions.’, ‘There were good pictures to remind us how to behave’, ‘It’s good to use the class mentors to keep order’, ‘ It’s good you don’t have to use the class mentors to keep order.’ The majority of the reasons concerned content rather than the thinking aspect, which is natural, since this is new. Maybe it shows us some of the things we could be working on?

    Our own reflections and the follow-up to the day.

    It was quite ambitious to think that we could get the whole school to try to solve a problem, and maybe it wasn’t exactly TA, going round the Thinking Task Framework, or proper TA problem solving. However, our aim was to get the whole school working together on something that’s a common problem and to make them think about thinking, and I think we did succeed in that. It was a change for the pupils to be given responsibility for this problem as they’re used to just being told continuously to pick things up and keep things tidy etc etc. Might it change their attitude to the issue? The results, their ‘solutions’ were a variety of suggestions, which didn’t of course produce one solution.


    Now the student council is now going to choose the best ones, and make a ‘solution’ or suggestion from a mixture of the best ideas which could help. They’ll present them to the school and say why they decided on these and then they’ll think of a procedure – how they’re going to implement it. Everyone will check to see if it’s working and if it’s not, then they’ll give feedback and suggestions and it can be refined. We’ll see at the end of the term if all this has helped to keep the corridors tidier or not! Could this be called Step 3?

    TA or not?

    During the course of the theme day the pupils were given challenges, with limitations, and the answers were not to be found anywhere. We didn’t give them tools, but we helped them to make a kind of ENV model of the reasons for the problem, and guided them as to how they might come up with ideas by asking them to think what would be the ideal situation. After that we just let them get on with it, except that they had to say why they came with the solution they did, and then reflect on the day. Through the student council this will continue, they’ll be reminded of it and will be checking how it’s all working.

    Of course, our groups were too big (6 in each) and there was too much age difference in each. In retrospect it might have been better to have had classes 1 – 3 working together and then 4 – 6 working together, especially as they have separate corridors. There could have been a separate solution for each.

    In the course of the day one or two of the teachers tried out Yes/No or Odd Man Out with some groups, and enjoyed it.

    I think having a thinking theme day was a good idea, but maybe we could have done it quite differently. The topic itself was fairly motivating, and everyone recognises it’s a real problem, but actually, just before it the cleaners had given one class chocolate for being tidier than the others, and suddenly everyone started being tidier! That kind of undermined our idea, though we stressed to the pupils that chocolate is not a long term solution and does not get to the root of the problem!

    Maybe pupils could have been thinking up stories together and then we could have made a school book? The theme itself could be anything I guess and it’s good if it’s a useful one, but it also has to be motivating. Maybe it could be a day run by pupils with lots of thinking  games? It wouldn’t have to be called a thinking theme day, but the topic could involve TA in some way.

    We’d be grateful for any comments on how this could be improved and any other ideas for a thinking theme day.

  • Towards describing Finnish animals

    Subject: English             

    Class 4 (2nd year of English. 2 x 45 minutes a week)

    Teacher: Susan Granlund

    Competence stages: Stages 0 - 3


    Linguistic: To expand and revise vocabulary in many areas (parts of the body, homes, adjectives, places, movement, character...) in the context of talking / writing about animals. To practise using 'has' and doesn't', which are new to the pupils and which many find difficult. They also confuse 'is' and 'has' and these are used a lot when describing animals.

    Thinking: To be able to describe an animal appropriately, so that someone who had never seen the animal would recognise it; to learn to recognise and use parameters and values to help organise and plan thoughts and work ; to learn to think about the distinguishing features of something.

    Metacognitive: to become aware of and start to recognise the difference between remembering words and being able to use them in context.

    The first attachment gives details of the plans for several lessons, and the worksheets and other material used are in the following attachments.


  • Valsts apraksts

    Tēma: Valsts apraksts

    Klase: 5.

    Posmi: 0, 2.,3.

    Mērķis:mācīties raksturot valsti pēc pašu izstrādātajiem kritērijiem.

  • Vegetable project

    A vegetable project

    Kirsi Urmson, Rauman normaalikoulu

    Lesson 1-2

    Content aims: get the pupils aware of their vegetable eating, working in a group of three

    Thinking aims: learn to find problems and write them down, learn to think about aims and formulate them, assess work by oneself and in a group of three

    Every pupil will think about their own eating: do I take vegetables on my plate

    Are there any problems concerned about the food they eat/food they don’t eat?

    Is anybody worried?

    They will need to find reasons for not taking so many vegetables on their plate. Is there anything that could be changed? How?

    The follow up lessons

    Hopefully tasting will come in the conversation. One way of finding information about vegetables is tasting. Is it possible to recognize vegetables by tasting them? What would that test be like? The pupils will design tasting tests in groups of three. They will need to plan the test properly, so that the other 4th class could try the test. The test will be assessed in our own class and later in class 4a.{jcomments on} 

    After the series of tasks

    The pupils were thinking how they could encourage each other eating more salads. They were designing rather new combinations than putting new ingredients in their salads. They designed tests and made lists of the ingredients they needed. They wrote the rules for a test and designed a sheet for collecting data. The making of the salads and testing took place in the home economics class.

    Learning outcomes

    It is important to recognize where the problems lie, if we want to change something. Testing needs to be done in an accurate way so that we can learn something from it.

  • Yksinkertainen luokittelualusta parityössä/ A simple worksheet for sorting in pair work


    A simple worksheet for sorting and tagging parameters (names of groups) in pair work

    -> katso liite 1 (luokittelualusta)/ see attachment 1(a simple work sheet)


    Tämä lajittelualusta vaatii tekstin/sanat/lauseet/kuvat lapuilla ryhmittelyä varten. Oppilaat voivat esim:
    This sorting worksheet needs texts/words/sentences/pictures on separate pieces of paper. Pupils can for example:

    -leikkaavat paperista erikseen esim. sanat tai lauseet (cut the necessary words/sentences for sorting ) tai/or
    -kirjoittavat ne ensin esim. post it-lapuille (write them first to post-it –notes) tai/or
    -opettaja on monistanut ne (teacher had copied them in advance)
    Olen käyttänyt yksinkertaista lajittelupohjaa oppilaiden äidinkielen tunneilla (suomi tai suomi toisena kielenä) mm. seuraavissa tehtävissä:
    I have used this simple worksheet in several lessons or part of lessons during Finnish language teaching or Finnish as second language. Such tasks are for example:

    1. Luokitteluharjoitukset sanoilla: (sorting with words)
    - ryhmien ja yläkäsitteiden löytäminen sanoille (esim. samaan ryhmään perustellusti kuuluvat sanat/lauseet) -> parametrit -> esim. yläkäsite (huonekalu, hedelmä, vihannes) (Finding and reasoning groups for words and finding also parameters with discussing)
    - sanavaraston kartuttaminen -> esim. iloiset sanat/muut, synonyymit (enriching vocabulary)
    2. Luokitteluharjoitukset lauseilla tai tekstillä (sorting with sentences and texts)
    - samantyyppisten lauseiden löytäminen -> esim. kuvailevia sanoja käyttävät lauseet (finding similarities between sentences -> for example sentences with onomatopoeia/descriptive words)
    - sanavihjeiden löytäminen lauseista esim. matematiikan sanallisissa tehtävissä -> tiettyjen sanojen toistuvuuden huomaaminen (finding word clues from sentences -> for example frequent words in math verbal texts)

    Kaikki luokittelut yksinkertaista lajittelualustaa käyttämällä on tehty pareittain ja samalla harjoiteltu tiedon, havainnon tai mielipiteen jakamista perustellusti.
    All the sorting tasks are made by using by the simple worksheet below this text and doing also in pairs. At the same time we have practised sharing and justifying knowledge, perceptions or opinions .

    -> katso liite 2 (parityö)/ see attachment 2 (pair work)


  • Органы чувств

    Познание мира 2 класс

    Интегрированный урок познания мира и литовского языка

    Учитель: Светлана Кузнецова

    Информация об уроке:

    1. Думаю, что урок на 0-1 этапе.
    2. Цель: узнать, сколько чувств может задействовать человек, чтобы познать окружающий его мир и какие органы чувств при этом работают, выучить названия органов чувств на литовском языке.

    Планируемый результат: дети в процессе исследования выйдут на5 чувств человека, узнают органы чувств, смогут назвать их на литовском языке.

  • Правописание личных окончаний глаголов

    Родной язык (русский), 4 класс

    Учитель: Светлана Кузнецова

    Тема: "Правописание личных окончаний глаголов"

    Информация об уроке:

    1. Урок на 1 этапе.
    2. Цели:
    • учебная - научиться правильно писать личные окончания глаголов I и II спряжения 
    • мыслительная - используя рабочий лист, отработать навыки выделения существенных признаков объекта

     3. Планируемый результат: поработав с текстом, создав свой "банк" глаголов, выявить закономерность (выйти на правило), которая в дальнейшем поможет детям грамотно писать безударные личные окончания глаголов.

  • Состав числа 7

    Учитель:     Кузнецова Светлана

    Предмет:    МАТЕМАТИКА

    Класс:          1 КЛАСС

    Тема урока: СОСТАВ ЧИСЛА 7

    Ход урока по рабочему листу:

    1.   Головоломка – КАКОЕ ЧИСЛО СЛЕДУЮЩЕЕ? (Актуализация опорных знаний – знакомство с числом 7)

    2.   Сосчитать количество кругов в каждом рисунке. ( - В скольких рисунках окажется 7 кругов?)

    Дети вспоминают состав чисел, записанных в «окошках» под каждым рисунком (4, 6, 7).

    Возникает проблема – ДЕТИ НЕ ЗНАЮТ СОСТАВ ЧИСЛА 7.

    3.   Учитель предлагает детям самостоятельно сначала закончить, а потом самостоятельно воспроизвести узор и узнать состав числа 7.

    4.   Опираясь на уже имеющиеся знания ( состава ранее изученных чисел), расписать самостоятельно состав числа 7.

    5.   Проверка.

    6.   Рефлексия.

    7.   Дома учитель предлагает повторить состав числа 7 и выучить наизусть.

  • Урок познания мира в 3 классе


    Тема урока: «Лесные жители»

    Готовясь к уроку, решила использовать игры «Сортировка» и «Да-нет».

    Игру «Сортировка» удалось применить на начальном этапе уроке для постановки цели урока и создания проблемной ситуации для детей.

    На доске расположены 12 картинок с лесными жителями: рысь, медведь, ёж, синица, лось, белка, бобр, сова, дятел, заяц, барсук, волк.


    - Ребята, распределите, пожалуйста, этих лесных жителей на 2 группы. Аргументируйте, по какому признаку вы их рассортировали.


    - Птицы и звери.

    - Животные, которые строят своё жильё наверху, т. е. на деревьях и животные, которые строят своё жильё внизу, на земле.

    - Хищники и не хищники.


    - Назовите, пожалуйста, хищников.

    Опираясь на ранее приобретённые знания, дети называют рысь, медведя, ежа, волка. Дойдя до барсука, мнения детей разделились. Большинство посчитало, что барсук – не хищник.


    - Ребята, ваша задача на уроке – выслушав сообщения одноклассников, поработав с учебником, выполнив задание в парах, узнать как можно больше о лесных зверях родного края, но самое главное – выяснить, является ли барсук хищником или нет.

    В итоге дети, выполнив задание в парах, узнали, чем питается барсук и пришли единогласно к выводу: барсук - хищник.

    В конце урока на этапе рефлексии решила провести игру «Да-нет».


    -Я загадала лесного зверя, речь о котором сегодня шла на уроке. Попробуйте его отгадать, задавая мне свои вопросы. Только есть одно условие – я могу отвечать ДА или НЕТ.

    Предложила ребятам вспомнить момент урока, где происходила игра «Сортировка». Может именно это и помогло им выстроить правильную стратегию в постановке вопросов и быстро отгадать задуманного зверя.


    - Это хищник?


    - Да.


    - У него рыжая шерсть?


    - Нет.


    - У него есть полоски?


    - Нет.


    - Он зимой впадает в спячку?


    - Да.


    - Это медведь?


    - Да.

    Считаю, что игры на уроке были уместны, дети работали с большим желанием и интересом. Урок пролетел быстро, но главное – была достигнута цель, поставленная в самом начале урока.


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