Who-Am-I? Items
Supporting Cooperation And Teamwork Skills
Expressing
respect for others' contributions and different styles. Assessing one's own
abilities and contribution to the group. Saying kind things (no put downs).
Sharing ideas, accepting differences, following directions, staying on task,
recording ideas
Sai, Oso and Olly of the
The
Kidlink Team
as seen by
Daniel (12) from United States
, 2005
If it is possible, bring your instrument to class
and play your favorite piece. If you do not know how to play an instrument,
bring a recording of your favorite music or group. What does this music mean
to you? If it is a song, what is the meaning of the song? Why is it special
for you? Ask your online friends about their favorite songs and music.
(activity
8)
Do you know any ethnic dances? Do you have to
wear special costumes for these dances? Share them with your group and take
pictures of the costumes and dances. Make recordings of the music. Construct
a web page with pictures of the costumes and dances. Insert sound files with
the music, you may add diagrams of the dances or even a movie file with the
dance so everyone can enjoy. Share this page with the students participating
in the program module. Ask your online friends about their dances and costumes.
(activity
9)
What is your favorite subject at school, (besides
recreation time!)? Are you good in math, science, languages, and sports?
Can you think of careers that need a lot of math? Science? What career would
you recommend to someone who is very good in languages and literature?
(question1, assesing
one's own abilities and contribution to the group)
Some people are Realistic (the doers), Conventional
(the organizers), Investigative (the thinkers), Social (the helpers),
Enterprising (the persuaders), Artistic (the creators).
Do you know which of these types fits your personality or that of your
classmates? Are there any other types beside the ones mentioned here? Can
you mention some famous people that can be classified under Realistic?
Conventional? Investigative? Social? Enterprising? Artistic?
(question 3, assessing
one's own abilities and contribution to the group)
Some of us are good team workers; some of us
work better alone. The team workers are 'members of the pack'; they work
in cooperation with the others until the task is completed. They are the
facilitators. At the other extreme is the 'lone wolf'. This person prefers
to do the job alone. He will develop solutions by deductive reasoning and
attempt to achieve objectives with a minimum of help from others. Which of
these types will work beautifully doing a research, analysis, or audits?
Find among your friends a 'lone wolf' and a 'member of the pack'
(question 6)
Let's find out your class career preferences!
Write on a piece of paper 3 careers that are attractive to you. Tabulate
the results to see the most popular careers in your class. This will be called
TABLE A. What is the favorite career among your classmates? If everybody
in your area wants just these professions - what professions would not get
any employees? Are there some kids in your class that would have problems
in finding a job because these jobs are so popular? Ask your online classmates
about the career preferences in their classroom. Share with them your results.
Are the career preferences similar among your online friends? Try to explain
your findings (activity
1)
When you are in the real world trying to get
a job, you have to compete with other people wanting the same position. Simulate
a real world situation: Every class will publish online different job positions
available in their imaginary companies. State the requirements for the position.
Everyone in your classroom and in your online classroom can send their
applications stating why they are the best candidates. Choose a person to
be the interviewer for each job position. This person will decide which applicant
is the most suitable for the job and will recommend him or her.
(activity 2)
Invite persons with different occupations to
visit your school and talk about their work online. Send invitations to the
other classes participating with you in this module. Every class will prepare
a list with questions they will like to ask that person. Do some research
on what the person does
(activity 3)
Tabulate the results found by both your classroom
and your online classmates in TABLE C. Name the careers that were
chosen by both girls and boys. What influence has culture, traditions and
where you live in choosing your career?
(activity 5)
Make a list of famous people. Read about their
lives and achievements. What type of personality can be applied to each of
the famous people? Explain how do you think your chosen famous people
accomplished their fame. Make drawings to illustrate your work and share
with other classes participating online. Publish your work on Kidlink's
publishing place: Kidspace
(activity 6)
People come in different colors and shapes. Imagine
the world filled with millions of people all looking exactly alike! If we
all looked the same, how could we recognize each other? Our differences are
what make us special. Even twins have some differences between them. On the
inside people are different too. How do you describe yourself? What
characteristics do you like in you? In your best friend?
(question 7)
Our opinions can be strong and varied. Even inside
the same family there are different opinions. How do you solve a problem
when you have different opinions inside your family?
(question 8)
What is the main concern of the children in your
class? War, drugs, violence, environment, prejudice, other? Search Kidlink's
public database of registered kids to see what are the answers of children
to the 3rd Kidlink question. From their answers you will learn what worries
children in other parts of the world. For example: drugs, environment, prejudice,
etc. (You may choose the same countries that you chose in the last lesson.)
Tabulate the results. What is the most important problem for the children
in each country selected? Can you explain your findings? Ask the students
participating in the program to do this exercise in their class and share
the results by email to the list
(activity 1, sharing
ideas-accepting differences)
Imagine you can change anything you want, what
would you change? Write an essay explaining the things that make you worry
about your family, your school and your country today and how would you like
these things to be in the future. Send your essay to the list to share your
ideas with the rest of the students participating in this program module
(activity 2)
Prepare a list of famous persons that have
accomplished something (good or bad) that somehow has lead the world to be
as it is now. Choose one of them. Make a poster of this person explaining:
What did this person accomplish that makes him or her famous? Why do you
think others remember this person? Add pictures, anecdotes and quotes from
this person. Construct a web page using posters done by you and your class.
Ask students participating in the program to do the same. Study their chosen
famous people. List characteristics that can be found in all the famous people
studied (activity
4)
Create a drawing that expresses your vision of
a better future. Send this picture by email to your online classmates and
ask them to do the same for you. Print and label the drawings with the name
and country of each artist. Design a giant poster with all the printed drawings
(activity 6)
When we are sad or confused, we just need a word
of encouragement from a friend. You are all part of the "global community".
Good friends love and protect each other. You know how your friends want
the world to be better. What can you do to help them make the world better?
(question
3)
What is your family doing to protect the well
being of your community? What is your school doing? What is your country
doing? What are you doing? What else can be done?
(question
6)
Search Kidlink's public membership archives to see what are the answers
of children to the 4th Kidlink question. From their answers you will learn
about the commitment of children in other parts of the world. For example:
"do not use drugs", "pick up trash", " do not judge a person by his or her
position in the community", etc. (You may choose the same countries that
you chose in the last lesson.) Tabulate the results. What is the most cited
solution for the children in each country selected? Why so you think so many
students wrote that one. Do you think it is a quick, easy answer? Do you
think they gave it some thought? What is the most interesting solution? Can
you explain your findings? Ask the students participating in the program
to do this exercise in their class and share the results by email to the
list. (activity
1)
What do you have to do now to make the world
better? Take in consideration your community, your country and the whole
world community and their problems. Write an essay expressing your ideas
and your feelings toward having a better future for all. Make a real commitment.
Send your essay to the list of students participating in the program module.
Print some of your favorite essays and organize them in a folder to share
with your community and your family. Enlist their help in shaping a better
future for all.
(activity
2)
Make an electronic address book. Construct a
web page with the name and e-mail addresses of all your classmates. You may
add a photo of each one next to the name or you may use a photo of the group.
Ask your global classmates to do the same with their class
(activity
3)
List the ideas you have to help your classmates
and your online classmates to make a better world. Add a drawing and send
to the list so everyone in your global class can enjoy. Print your favorite
letters and organize them in a folder. Share this folder with your family
and your friends
(activity
5)
Find what are the endangered animals in your
region, make a web page with the names and pictures of the animals. Explain
why those animals are endangered. Invite the other students participating
in the program module to visit your page. Ask them for suggestions that could
help to minimize this situation. Add their ideas to your web page.
(activity
7)
Think of ways in which the education you get
and the way you treat others could help you make the world a better place
to live. Send your ideas by email to the list of students participating in
the program module. Ask the other students participating in the program module
to share similar lists with you. Create a booklet of ideas using the information
from all the lists. Print and distribute the booklets in your class.
(activity
8)
Work with your teacher and divide your class
into groups to find the latitude and longitude for your location. Some of
you will use atlases and maps while others will use electronic media to do
this. Compare your results. Are they close? Which do you think is more accurate?
Who was able to find the coordinates faster, those using paper sources or
digital sources? Place a marker on the map to identify the places where your
online friends live. (activity
1)
Keep a record for these two weeks of the daily
low and high temperatures as well as the sunrise and sunset. Compare results
with other goups in our project.
(activity 2)
Plan a website or display board with your teacher
about your school, town or country
(activity 5)
Create a timeline with your online friends and
identify important events that happened in your countries. Select at least
4 important things that happened and put it on the line. Select one as old
as you can possibly find, one or two important and one or two close in time
(activity 7)
Connect to the
KidSpace and look at some of the personal spaces other kids have created.
Compare them with some of your own special places
(activity 8)
What are the main occupations of the parents
of the students in your group? How can you find out? As a class, brainstorm
ways to get this information. Share it with our group and then compare the
results with those in our project. Why do you think there are differences?
What does this tell you about your village, town or city?
(activity 1)
Talk to mom, dad, extended family members, neighbors
and friends and gather recipes that are specific to your region. Make a recipe
book to share with other classes and our project participants.
(activity 3)
Plan an 'International Dinner' to be held at
the end of this online project. Gather recipes from the participants in our
project and include them in the menu. Form teams now to plan the event.
(activity 4)
Planning team - (includes your class teacher)
decides when and where the dinner will be held, who will attend and establishes
other teams for the distribution of responsibilities. Finds parent volunteers
to help with the event.
Decorations team - prepares table and room
decorations
Setup Team - arranges the room, tables etc.
Food Team - makes sure a variety of foods are
selected for the menu and recruits student volunteers who will cook the recipes.
Entertainment Team - plans multicultural games,
'quiz shows' and music for the evening.
Publicity Team - creates invitations for the
dinner, posters, arranges for photos, etc.
Research Team - helps classmates find resources
for their chosen country while planning the music, food, entertainment.
Clean up Team - helps tidy the area when the
dinner event is over
Meet your online friends on
Kidlink's Chat and have a 'Learn A New Language Day'. Try to learn some
phrases in another language
(activity
10)
You have been asked to come up with a suggestion
for new jobs in your area. What kind of jobs do you think could be created?
Why? How would you plan to create them and put them to reality? Share with
the others in the project how you will accomplish that. Make a 'Help Wanted'
page for a newspaper in your area with these new job descriptions
(activity
11)
Describe a learning moment when you were very
proud of yourself
(question
11,assessing one's own abilities and contribution to the group)
Compare journals with the other students who
are participating in this project with you. What data do you think you can
compare? Make a list of questions that you would like to see answered such
as: (activity
2)
Are students in school the same number of hours
and minutes each day around the world? Do some students have more time in
school during the year than others? How can you find out the answer to this
question?
Are there subjects in schools around the world
that kids your age like best? What are these subjects?
Who does more homework, boys or girls? How can
you find the answer to this question?
Arrange for a
Kidlink Chat meeting and discuss education. Compare notes on the weather,
the animals that teach you, subjects you like and other things that educate
you (activity
6)
Plan how you are going to maintain life-long
learning. Write an essay or a letter to the others in the project on how
you plan to keep yourself educated throughout life. What learning methods
are you going to use? Will the media (Newspapers, TV, radio, Internet, etc.)
help you to continue learning? Tell the others about media that you think
would be helpful. If they are on the Internet make sure you send a link to
it for the others to see
(activity 7)
What does it mean to show respect for someone?
How do you feel when someone respects
you? (question
2)
How are kids accepted where you live when they
come from another country or culture?
(question
3)
You have been asked to create a little town for
people from 5 different countries. Choose the countries and include your
own nationality. How would you communicate now that you have all a different
native language? What will you do about your different culture?
(question
11)
You have been elected the mayor of the new town
and you have to find a name for it. Then you have to draw up how it should
look like and take care that everything is in it. Don't forget to take into
consideration all the different nationalities. Do they have different
needs?(question
12)
Are there certain celebrations in your area/country?
How are they and why are they? Do you have a national day? What should it
remind you about? Do you like it? Would you like to have more such days or
less? Share with the others in the project your traditions on celebrations
(activity
4)
Make an 'Alphabet Book' with pictures for your
online friends. This can be put on the web or sent in the postal mail to
friends participating in our project. Kidlink students from Japan, Brasil
and the USA helped to make this
Alphabet Book
(activity
6)
Create a web page for your new town. How would
you like to introduce it on the Internet? Ask people to visit your site and
add a guestbook and/or pages where you put comments from others
(activity
8)
Did you make a new language for your town? Create
a dictionary and share it with the others on a web page or by e-mail to the
project (activity
10)
What do you think every child should have?
(activity 4)
Divide the class into groups. Each group draws
the outline of a child on a large piece of paper. Name your "new child."
What special qualities do you want this person
to have when it is grown up? Write those qualities in a circle around the
child. You might include qualities such as "healthy," "well educated" and
"happy."
Draw pictures and place them around the child
and inside the circle to symbolize these qualities. Pictures from magazines
such as a book to represent "well educated" are fine.
Inside the outline of the child write the needs
that each child has in order to grow into this adult you have described.
Proper food and education in some form will be necessary. What else? Go back
to the Convention and see which ones guarantee the needs that your ideal
person will need in childhood.
Place the number of the Article near the good
qualities that you listed.
Groups "introduce" their ideal child to the class
and explain the qualities and needs that each listed.
Do you feel that people accept you for who you
are? Do kids at school respect your space and right to be yourself? Do kids
make fun of kids who are "different?"
(question 1)
"Adopt" one of the other students participating
in the project and introduce him or her to their new life in your
family.(question
7,accepting differences)
Is it common to see children from other parts
of the world adopted by families in your country? Are these children encouraged
to retain their nationality and cultural heritage? Are they accepted into
your society without prejudice?
(question 10)
Review how KIDLINK kids have answered the 4 KIDLINK
questions in our membership
archives. Do our names identify our country? Divide your class into small
groups and look at the archives. Make a list of 10 student names you see
there. Be sure to choose as many different countries as you can. Share your
list of 10 names with the other groups in your class and see if they can
correctly identify where each person lives. How correct were everyone's guesses?
(activity 2)
All of you have our own special personalities,
hobbies and interests. Think of some things that are small enough to fit
into a shoebox that describe you. If you like to draw you might put a box
of crayons or inkpens in your "shoebox." If you like music you would put
your favorite CD. Bring your shoebox and contents to school and share with
your classmates. Make a list of the items you would put in your shoebox and
send it to the mailing list. See what others have done in an exercise like
this (activity
3)
Arrange for a Kidspace discussion. Debate the
concept of open adoption with another class. Decide ahead of time which school
will be the affirmative and which the negative. Arrange for two students
from each class to be the judges
(activity 4)
Each student writes on separate pieces of paper
one positive thing about every other student in the class. The teacher collects
the slips of paper and gathers all the positive statements about each student.
The positive statements are sorted by child and typed on one sheet. These
lists of positive qualities are then given to the appropriate student. Enjoy
a snack together as everyone receives their list
(activity 8)
What can we learn from disabled people?
(question 13)
Get a partner from your class. Use a handkerchief.
Have your partner blindfold you. Do this for one hour at school. Reverse
the rolls. Write about how you felt being blindfolded and what you missed
the most (activity
1)
If there is someone in your school that is blind,
as a class make up a game that they could enjoy playing without having to
see. (activity 4)
Learn to sign a few phrases or sign parts of
a short song and share it with other classes in your school
(activity 7)
Design posters to help improve attitudes toward
children with disabilities. Display them in your classroom and school
(activity 8)
Work in groups to design the "ideal" school for
all students including those with disabilities. Would you include anything
that your school doesn't have now? Will your ideal school have two floors
and elevators or will it be a sprawling one floor school? Draw your school
and carefully label all the rooms
(activity 9)
Do kids in some countries have more freedoms
to express their opinion? Ask your friends in this project from other countries
what kinds of decisions they are able to make for themselves
(question 4)
Are there strategies that help us express our
opinions in a positive and nonthreatening way? Ask other participants what
strategies worked for them
(question 9)
As a class brainstorm a list of issues and
circumstances for which kids would like to have some input. Divide your list
into three areas: home, school, community. Break into small groups and plan
ways that your ideas can be heard. Share these with the class
(activity 1)
Arrange to meet another class on Kidlink's chat
network and discuss some of these questions
(activity 3)
Zlata (10), who lived all throughout a war in
Yugoslavia,
told her story to Kidlink kids on Kidlink's
chat network. Read and discuss her experiences as a class.
(activity 4)
Decide on your favorite healthy snack. Have a
snack day at school and each person in your class bring their favorite snack
(and recipe if there is one) to share
(activity 5)
What games do kids play around the world? Ask
your friends participating in
Who-Am-I? to tell you
about the games kids play in their country. Ask grandparents to tell you
about games they played when they were young
(question 9)
Prepare a debate on how much the minimum wage
should be for kids who are old enough to work. Use the Kidlink Kidspace
environment for the debate and invite other schools to watch or take part
(activity 2)
Draw a picture of yourself doing the work that
you usually do (activity
4)
Is multicultural education a part of your curriculum?
How do you think you should be taught about other cultures?(question14)
What kinds of provisions are made to help those
new to your school and your country learn your language while still keeping
their own cultural identity?
(question 15)
How do you feel in school? Is it a happy place
to be? It is stressful? Are students kind to each other? How do you want
your schoolmates to treat you? How do you think that you should treat them?
(question 18)
Work in groups in class and describe the "ideal
school." Join other classes on Kidlink's Chat Network and present your school
to them. Draw a picture of your ideal school.
(activity 1)
Read what others say about their schools. Tell
them what you think about their school and ask for clarification about things
you don't understand. Is there something in the schools that others have
that you don't have? Would you like to have it?
(activity 3)
Use a Web search engine and learn more about
countries where children do not have many rights. Share your findings with
our group, (question
8)
Write your own 'Kids' Bill of Rights'
(activity 1)
Divide your class into small groups and decide
on 10 things that all young people everywhere should have. Write these on
a large sheet of paper.
Display your chart and explain it to the rest
of the class. Do you have all the things on your Bill? What prevents you
from having them?
Make one "Kids' Bill of Rights" for your class.
Make a banner with the Bill of Rights and display
it in the classroom
Discuss your responsibilities to your school.
As a class, agree on one responsibility that can be improved. Do a project
that will help this responsibility become a reality
(activity 6)
Prepare an assembly for your school about your
Bill of Rights. Invite the media to come and film your performance and write
about you in the local newspapers
(activity 8)
Volunteer to visit other classrooms in your school
and talk to the students about the rights of all children
(activity 9)
Would you consider having a friend with another
skin colour than your own? Do you think this would cause a problem for you?
Tell us why or why not. How could you solve such a problem?
(question 7)
Some kids are afraid of making new friends. What
could help a new kid in your school or neighbourhood to make new friends?
What advice would you offer to people who have trouble making friends?
(question 8)
In this activity everyone in the class
begins by writing 6 things that characterize a good friend. By the end of
the activity you will narrow your class's list to only a total of 6.
This is how you do it:
(activity 1)
Each and every one in the group or class makes
a list of the 6 most important things that characterize a good friend.
Divide into 3 groups and make a new list
with the 6 most important words from your group based on your individual
lists.
Write the words from the 3 groups on the blackboard.
Then the whole group or class has to make a list of the 6 most important
words.
Consider these questions after you have finished
the classroom activity:
Why did you choose these 6 words? Why are they
the most important?
Did you discover that many of you listed the
same words in your lists? Why do you think this happened?
Did you get any of your own words on the list
for the group or class?
How did you feel when you did?
If you didn't get any of your words on the this
list, how did you feel?
Send your 6 words to the mailing list, and add
a few lines about why you chose them. Please add a few sentences telling
how you felt about doing this activity. Print messages sent from other
participants and discuss them in your class. Compare the words the others
have chosen with those of your own class/group
Write "Friendship Poems" and post them in KidSpace
(activity 6)
How can you try to have some influence in your
group? Do your friends value your opinion?
(question 5)
How do you resolve disputes? Do you try to avoid
people you disagree with? Do you find that listening carefully for what the
other person really wants and needs can help?
(question 11)
Make an individual list of causes of disputes
among friends. Work out a list together, based on what each of you have written
(activity 1)
Print out e-mails about this from the others
on the list, read them and compare them with your own
(activity 2)
Make a short role play about bullying
where 4-5 actors take part. Decide in the group how your play shall end...
with a happy or sad ending. Write the text and send it to the list. Print
out the role plays which you receive by e-mail and play them in class. Let
us know what you think about the plays you have received by e-mail
(activity 3)
Look through daily newspapers and find examples
of local and world disputes. Place them on one side of a display board. On
the other side of the display board place newspaper articles showing where
people have resolved their problems peacefully
(activity 4)
Divide your class into small groups and discuss
times in your favorite TV shows where people settled their disputes. What
did they do to settle them? What were their strategies? Add your own ideas
for ways to settles disputes and present the ideas of your small group to
your whole class (activity
8)
In groups, talk about memories of people that
were important to you and died. Please write down your thoughts about losing
a family member or a friend. Even if this hurts, try to tell us all about
it. Describe how he/she was (face, smile, words... ), what you remember most,
your feelings and thoughts when you first heard, what you have done to overcome
the sorrow and pain, and how you feel today. Write it as a story or a poem.
Please remember to send your texts to the list
(activity 1)
Gather pictures and other reminders of your loved
ones and make a Memory Book. Prepare the Memory Book in class and share it
with your classmates
(activity 2)
What are your roles in your family? What changes
in your role, if any, would you make if you could?
(question 2)
How do you see your responsibilities in your
own family? What are they? Did you choose them? Are you happy with them?
Would you change any of them?
(question 5, assessing
one's own abilities and contribution to the group)
Do you think responsibilities are fairly divided
among your family members? If you don't think so, how would you makes changes
that would be more fair? Do you think you should do more - or less? If so,
why? (question
7)
Do a survey of your class and find out what place
in the family birth order each student holds. Place yourself into three groups:
the oldest, the middle children and the youngest. Each group discusses what
the advantages or disadvantages of these positions and then presents this
to the whole class. Be sure to share these ideas on your module's mailing
list (activity
1)
In small groups brainstorm the roles of the father,
mother, children and grandparents or other family members who live with you.
Make a display board with pictures that define these roles
(activity 2)
Divide the class into smaller groups of boys
and girls. List all the chores that you have to do in your home. Report these
to the whole class. Use a Venn diagram or other graphic organizer to list
these chores. Which chores are done by boys and girls? Which chores are done
mostly by boys? Which chores are done mostly by girls?
(activity 4)
Make a survey in your class about the number
of people who work at home or somewhere else, what kind of work they do and
what they get paid every week or month.
(activity 11)
Please add comments about:
The amount you are paid.
If you work outside your home, do you share your
money with your family?
What can you buy for the money you get?
How many movie tickets or hamburgers can you
buy?
Send the results from your survey to the mailing
list.
Make graphs comparing the results from the other
messages sent to the list.
In a "lineage poem", you tell about your "line"
of ancestors or family members, your "heritage"...what they have passed down
in the way of character traits and values to you. As a class write lineage
poems and display them for the other classes in your school to see. These
are the important parts of a lineage poem:
(activity 1)
name
parents' names
generation/place in the family
translation from a foreign language if you know
it
personality
interests
something about your family
some sort of commentary about all of this
Did any of your ancestors speak another language
because they came from countries outside the country where you live now?
If so, make a simple dictionary of words in that language. You might have
to find other KIDLINKers who speak that language to help you if no one else
in your family still speaks that language. Search
Kidlink's membership database for
Kidlink kids living in other countries
(activity 4)
Have you ever been to the country where your
ancestors lived? When did you go? Did you live there? Describe the place
for us on our mailing list and ask the other kids in our module to do the
same (question 8)
Are students in your school encouraged
to share their heritage and cultural richness? How do you and your friends
benefit when kids from other cultures share their customs, language and
festivals? (question
11)
Divide your class into groups and brainstorm
the reasons why people leave a country and why people want to stay in a country.
Display your reasons on a chart in your classroom. Place flags on a world
map to identify countries where a large number of people are leaving their
homeland today. Identify countries where people want to go when they flee
(activity 1)
Zlata (10), who lived all throughout a war in
Yugoslavia,
told her story to Kidlink kids on Kidlink's
chat network. Arrange to meet other participants in this module to discuss
her experiences. (activity
2)
Take a survey of the students in your classroom
and find out how many have moved to your area from another city or country.
Ask them how they were accepted when they arrived in their new home. Was
it an easy transition? Graph the information you find. Share the results
with the module mailing list
(activity 3)
Learn a dance, song or game from another culture
and teach it to your classmates
(activity 6)
Make a graph of the population growth of your
area since 1950. Write an analysis of this graph. What do the figures show?
How has this effected your country? Discuss the changes in your cities and
the environment because of it.
(activity 2)
Think back to the times when you sat down with
your older relatives and they told you stories. What are your most favorite
memories of these times? Share some of those stories with us. When others
on the mailing list share their stories don't hesitate to make comments or
ask questions. Encourage each other and tell each other when you like what
they share
(question1)
Imagine you have to design a new logo for your
country (or for another country). You can include anything you think represents
your country, but try not to include flags or other national symbols. Draw
or paint your designs and have a discussion to decide which logo suits your
country the best. Use Kidlink's Chat Network to see if you can design a logo
with someone in another school or to talk about the symbols you have chosen
(activity 9)
If any of you know someone in the travel industry
you might like to invite them to the school to tell you about what to show
your visitors. If you live in a town you can ask the mayor or perhaps a mom
or a dad could come to the school to talk about your area
(activity 2)
Put up a billboard and put on it all the notes
you make and all the E-mail so all the groups can see and use information
from each other. Have a special folder for everything that you take off the
billboard (activity
3)
Write an invitation: You can write a letter and
send it to the mailing list or you can make a poster with pictures and text
about your area, scan it and send it to the list. Or you can make a web page
with the information you have gathered. Perhaps you would like to make a
videotape and send to those interested in making a visit. A postcard, a
photograph or a picture would surely be welcome. You can draw pictures in
the computer or on paper
(activity 4)
After having sent your invitation, write to the
mailing list and ask others if the information you gave them is clear enough.
If anyone needs more information about your place, find it and post it to
the list (activity
6)
Work in groups of four and look the invitations
through. Do you all agree? How do you solve a disagreement? Do you vote?
Are there other ways for you to reach a decision
(activity1)
Choose a place for your virtual vacation. Discuss
why you would choose this particular place for your vacation. Find the place
on the map and put a flag there. Find out about the
latitude and longitude of the place you have chosen.
(activity 6)
What about the Internet? I am sure you will be
able to find many interesting resources about countries there! Write to the
mailing list and discuss with others how to choose a country to travel to.
Ask the kids that wrote the invitations, if you want more information. Use
the mailing list (activity
9)
Prepare to present your choice to your class.
When all have prepared their presentations, every group presents its choice
to the class and the class discusses which place they think is the most exciting
to visit. Find out from your budget if you can afford to go to this place.
Then cast your votes
(activity 11)
Search the web to find out about the weather
where you are going. What kind of weather can you expect? When you have found
out about the weather, discuss what kind of clothes to bring with you
(question 2)
Now it is the time to start making arrangements
for your virtual vacation. Get in touch with your hosts and reach an agreement
with them about when to come. What is the easiest way for you to get to the
area (activity
1)
Communicate with your hosts. Sometimes people
find it difficult to find something to talk about when they meet for the
first time. How do you break the ice? What do you find in common to discuss?
(question 7)
Your hosts invite you out for something special.
What is it? Do you like it? Is it different from home?
(question 10)
When you are leaving, what will you miss? What
have you learned? Have you made new friends? Do you feel that you are comfortable
with kids in a different place?
(question 14)
Kidlink
English
Help |
Contact Us
| Contents |
Life-skills |
Who-am-I? |
Support Kidlink? |
Privacy |
About Us |
Search
| Log In 
, 2005
