1. Microsoft in Education Virtual Forum- Latin America & Caribbean October 30 th, 2014

2. Project Name: “Peace Starts with me” Educator(s): Author: Clarice Navarro Barros; co-author: Mariana Bonotto School or Educational Institution: Brief description of the context or school environment Municipal School of Elementary and High School Education, located at 550, Humberto de Campos St – Bairro São José, São Caetano do Sul – SP –Brazil- 09581-310. – Phone (55)(11)4238-0322 It is a school unit located in a poor suburb region of the city. Our students are mainly low middle class. We receive elementary education I (from 8 to 11), II (from 11 to 15), in the afternoon; high school (from 14 to 18) in the morning, and adult education (from elementary to high school) in the evening. Specify the Website: No website, as we are under city hall control Content / Subjects or Curriculum: 1.Awareness of the use of drugs and medicine; 2.Healthy diet; 3.Awareness of water usage and environmental concerns; 4.Action to minimize environmental problems connected to green house effect and global warming; 5.Management of solid waste – study of material suitable for recycling; The chemistry content for this school year included debating metabolism, medicine and drugs use, and a healthy diet. We tried to help students explore various avenues and themes connected to peace. Researching topics connected to the use of water and the items that influence the greenhouse effect and global warming. Also the chemistry connect to recyclable substances. Students should be able to notice that small actions like these can help in spreading peace. Age / Educational Level or Grade: Students participating in this project are 14 to 19 years old, studying regular high school in the morning. Project Objectives: 1. Relate school concepts with daily life; 2. Develop a critical and responsible sense through the knowledge of sustainable practices of consumption and administration of natural resources; 3. Develop communication abilities in other language, through reading articles and researches published by other countries ;

3. Description of the project Brief description of the project and its educational context. What are the objectives and learned outcomes achieved to date? Is it a long-term learning activity? Does the project appeal to students and direct to plan and evaluate their work in time? Please add files with background information, if necessary. See the notes section on how to add files. First we rationalized what was needed from the participants. We worked on the subjects with the intention of presenting the course tools; scientific research and information register techniques. The work was monitored frequently to allow changes in research strategy, if necessary. The following topics were debated: 1.Better practices in using web search for good quality content; reliable source selection to use as bibliographical reference and scientific article research at Google Scholar; 2.Reading note-taking techniques; 3.Topic selection and group formation; 4.Developing the project (trying hypothesis). Text production focusing on the topics listed at the end of this description, connecting it to the main theme “Peace starts with me”. Each group, no more than five students, produced a text in a collaborative way, considering the arguments presented in the research, to list measures or individual actions to promote social, political or environmental peace, under the orientation of one of the teachers participating in the project; 5.The organization of the collected material and the research report draft, was each group’s responsibility, guided by the teacher-tutor; 6.The finished work was sent to the course Platform using a tool similar to Microsoft OneDrive. 7.The discussion was made using synchronous and asynchronous communication tools as chats, forums and web conference. 8.We had face-to-face meeting as needed for specific projects; 9.We also added an online course evaluation and suggested actions for a new course form; Planning and Design of the learning environment Show examples of planning (for example, the pedagogical approach, or links to the resources used). Please highlight creative aspects and innovative teaching practices. Emphasize to what extent planning facilitates learning and the development of different skills for the 21st Century, such as the construction of knowledge, the use of ICT for learning, problem solving and innovation, self-regulation of collaboration and communication skills. Note: These directions can be erased - this space can be used The activities were divided into four parts, and it was given a mark for each one. The total (final grade) was 4,0 (due to the institution evaluation system): 1,0 – – Presenting the research note taking references of the articles used. It must follow the ABNT rules. (to prepare students for college papers we followed the same rules demanded at Brazilian universities). Due date: 1st Chemistry class in the third week of project. 1,0 – 2 page text (Justified, Font Arial 12, using at least 3 references in ABNT rules format, related to the selected topic for the group, with “ A paz começa em mim” (“Peace starts with me”) and the Identification of the group formation at the end of the paper. Due date: 1st Chemistry class in the sixth week of project. 2,0 – class presentation with some artistic representation externalizing the results of the research (drawing, music, poetry, poster, blog, etc.), connected to the text produced by the group. Due date: 1 st Chemistry class in the seventh week of the project.

4. Evidence of Learning Show examples of the products and results created by students throughout the project - including the use of ICT. What type of ICT are used and how have they been used in the project? To what extent do students use ICT to support the construction of knowledge, collaboration or learning outside the classroom? Does the use of ICT permit the construction of new knowledge/collaborations/learning beyond the opportunities in the classroom that would not be possible without the use of ICT? Have digital tools been used in an imaginative and innovative manner to aid learning processes? Indicate how. Please include files, videos, etc. that clearly document the learning process and evidence of student learning. Note: These directions can be erased - this space can be used Some examples of the activities sent to evaluation by the students participating in the project. As there were many students participating (12 classes with more than 25 students in general), work was selected in a random way to represent the results of the participants. Students, to fulfill the activities, used tools as: Internet, communication tolls based on the use of technology, web conference, e-mails, file storage resources for collaborative constructions, smartphones, PCs, tablets, etc. the presented results suggests there is student development in the given topic, raising critical sense and citizenship feeling to try to propose improvements to the discussed problems. Bibliographical reference research.. Book note taking references using for study, complying with ABNT rules. https://drive.google.com/file/d/0B8xjabYDzt3JaDBZQVl5TEZJeWNrMElOTW5KV1BXQmZ1Ri1n/view?usp=sh aring https://drive.google.com/file/d/0B8xjabYDzt3JMndaaEZTYmdZbnNGU2hVN0xEb3JyYjJXdy04/view?usp=shar ing Collaborative text construction – 2 page text (justified, Fonte Arial 12, using at least 3 references in ABNT format style, connected to the selected topic for the group with “A paz começa em mim” (Peace starts with me) https://drive.google.com/file/d/0B8xjabYDzt3JTFNZdzFCVkxweVNwLUxMTXZ6dVctekRsVFJF/view?usp=sha ring https://drive.google.com/file/d/0B8xjabYDzt3JSzJnT203VEtPNDBORGEtbGRVZjZwcG1hNGZr/view?usp=sha ring Oral presentation and artistic material expressing the same message from the text produced by the group in a different format. – class presentation with some artistic representation (drawing, music, poetry, poster, blog, etc.) externalizing the same research results, coherent with the text produced by the group. https://www.youtube.com/watch?v=huoZkf2tcNs https://www.youtube.com/watch?v=vmxLtCYQTmk http://reciagua.webnode.com/ https://drive.google.com/file/d/0B8xjabYDzt3JUVFleHQyeGlCeEtXbXZ5RXA0MXE4aWVTYS1J/view?usp=sh aring

5. Collaboration Show examples of how students work with others, share decision-making responsibilities in developing a product set, a design or a response to a complex question. Students can collaborate with their classmates or with students or adults outside the classroom. Note: These directions can be erased - this space can be used

6. Knowledge Construction and critical thinking Please provide examples of how the learning activities require students to go beyond repeating what they have learned to develop knowledge through interpretation, analysis, synthesis and evaluation. Extending Learning beyond the classroom. If the learning experience is not limited by the classroom walls, the calender of regular classes, and the set parameters, please provide examples of this. If the project addresses real-world issues (that is, authentic situations and information outside the classroom) or has a significant impact on communities at a local or international level, please show examples of this. Note: These directions can be erased - this space can be used The developed activities were really important for the construction of collaborative produced knowledge. It was constructed by the initial research activities; the students meeting to discuss the researched material; the extraction of the most relevant ideas; the elaboration of a collaborative text coherently constructed, about the given topic, connecting material in each research topic made. Certainly there are growth and maturation of the ones involved about the given questions. There were the creation of proposals and individual action suggested that can be adopted in a responsible way to help the promotion of social and environmental Peace. There is also a positive aspect in the presentation of creative material produced by the groups, showing that in any subject we can use a variety of languages to work different themes and contribute positively in the construction of knowledge on an active and meaningful way for the ones involved in the project. It is important to also highlight that the partnership with other subjects, in inter/ multidisciplinary work can be enriching to both project developers and learners that can develop non-segmented knowledge.