Implementation of “Fun with flags” (SOl-HR-349)
Author: Alenka Javor, Geography teacher
School/Organization: OŠ Ivana Gorana Kovačića Vrbovsko
I decided to implement the learning scenario “Fun with flags” because my students like to guess the countries according to their position, according to the flags, and determine the capital cities. This scenario provides an opportunity for deeper research and understanding of the meaning of flags in a fun and interesting way.
INTRODUCTION
This learning scenario was carried out in the seventh grade (students’ age is 13) during additional Geography classes attended by eight students of a small district school. The implementation of this topic includes both the contents of the history and ICT, and is in accordance with the prescribed curriculum. The students have not met Europeana until now, and this is an excellent opportunity to learn about the arts and science digital heritage through a topic in which they show great interest.
LEARNING PROCESS
PREPARATION
The learning scenario Fun with flags is well developed and has interesting activities for students as well as effective materials and digital tools. I changed the course of activities and introduced additional digital tools and adapted the implementation in time.
Introduction
I instructed the students to write in the Mentimeter (Mentimeter) one word that comes to mind when they hear the word flag. After everyone entered the terms, we read it and the students could explain their link between the word flag and the entered term.
Research
After introducing to vexillology, I showed them the Europeana website and announced that we would use it to research flags.
I referred students to links where they can explore the meaning of the colors, symbols and shape of the chosen flag (Colours in Flags, Symbols, Shapes and Colours World Flags, Universal Symbols in World Flags) . I also asked them to try to find similar flags on Europeana and explain the similarities and differences (Europeana Free to Use Images). Each student placed a flag in Linoit (Linoit) and presented what he/she has learned about its meaning and with which flags he can connect it by colors, symbols and shapes.
Mind map
The students were divided into two groups and created a mental map in Coggle (Coggle) where they showed the meanings of the colors, of the shapes and symbols. They attached the finished mental maps to Linoit. We compared mental maps and discussed them.
Students’ Mentimeter answers
School’s flag
Groups were tasked with creating our school’s flag (Scrontch’s Flag Designer ) following the five basic principles for choosing a flag design as outlined by NAVA (NAVA, North American Vexillological Association.). Groups presented their flags, explained the design and meaning. We left the choice of the best flag to other students of the school by inviting them to vote via Microsoft Teams.
Students are creating school flag
GeoPuzzle
The students already know which countries are EU countries, as well as the meaning of the EU flag (it is part of the mandatory Geography curriculum), and they competed in knowledge of European countries via GeoPuzzle, and Europa EU Learning Corner.
They attached their materials, works and results of the group in Linoit.
Student´s materials on Lino
Learning outcomes
The students expressed their interest in the flags and worked motivated and followed the course of the scenario.
They collected and analyzed data, presented their own opinions and attitudes in an argumentative manner, and respected others’ opinions and attitudes. They actively participated in teamwork and proposed and implemented creative and innovative ideas. Students now understand space as the basis of identity and recognize the spatial and national identity of European citizens by comparing and commenting on European countries according to the appearance and meaning of flags and space and surface, thus developing spatial thinking.
They can describe the importance of the EU in the world and give a personal example of understanding the concept of a European citizen.
They also developed their ICT skills and improved the use of digital technology.
Outcomes for the educators
Europeana is a comprehensive source of work materials that can be used in the classroom because they are authentic and applicable. In the case of this learning scenario, it was not possible to find all the flags, but the students could follow the evolution of the flags of the same country over time. When searching for flags in Europeana, the choice can be expanded by using several terms in the search, such as: flags, national flags, ceremonial artifact. From time to time it was necessary to moderate the use of Europeana because due to the large volume of material it is easy to lose track of time.
I decided to implement the learning scenario “Fun with flags” because my students like to guess the countries according to their position, according to the flags, and determine the capital cities. This scenario provides an opportunity for deeper research and understanding of the meaning of flags in a fun and interesting way.
Did you find this story of implementation interesting? Why don’t you read about the related learning scenario? Fun with Flags created by Maravelaki Sofronia
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CC BY 4.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Galleria d’Arte Moderna e Contemporanea di Torino.