Chemistry, Lithuanian language
Antiquity in Mendeleev's periodic table

Lesson idea: By analyzing myths from Antiquity and corresponding chemical elements, distinguish the characteristics and properties of both. The tasks employ the technique of copying.

Course of the lesson:

  • Students are divided into groups. Each group must find as many element names as possible in the "Mendeleev's Periodic Table of Elements" that originate from myths of Antiquity. Once found, list the elements on the board. (Examples include Tantalum, Niobium, Europium, etc.).

Chemistry

  • Each group is invited to draw one chemical element. Tasks: a) using chemistry and literature textbooks and distributed materials, gather as much information as possible about the assigned chemical element; b) fill in a table indicating the chemical element's atomic structure, position in the periodic table, physical properties, and describe the mythological character's traits; c) devise an original presentation of the chemical element (poster, interview, narrative, song, etc.) linking it to a character from an Ancient myth.

  • Presentations and discussion.

Author: Laima Matijoškienė
School: Vilnius Pilaitės gymnasium

Intended for grade: 10

Chemistry, biology, English Language, home economics, history
Scientists' pizza
Author: Audronė Petrauskienė
School: Vilnius Emilija Pliaterytė progymnasium

Intended for grade: 6–8

Lesson idea: Exploring the production of yeast dough through the lens of a scientist. Baking pizza as a scientific experiment aimed at determining the influence of leavening agents and dairy products on the flavor of the pizza.

Lesson Progression:

  • By the end of this lesson, students should be practically acquainted with a simple crepe batter (thin crepes), with baking powder (thick pancakes or curd fritters), and with yeast dough (pizza, small Christmas Eve cakes or rolls).

  • Questions aimed at clarifying students' knowledge: which leavening/fermentation agent for dough is historically the oldest? Why was there a need to improve it? Why is the oldest dough leavening/fermentation agent still used in our times? Viewing a video is intended to supplement existing knowledge. It is advisable to turn on subtitles and comment on key points while watching; to ask students questions that allow for discussion and to ensure they have understood everything, and to write chemical reaction formulas on the board.

  • Problem posed: what would happen if we improved pizza dough (speeding up the production process and changing some ingredients)? Could we discover a more advanced method of baking pizza?

  • Students are divided into 4 groups and assigned a task – to conduct a scientific experiment. Each group must bake a pizza, using a different combination of ingredients for the dough:

    Group 1: yeast, milk and butter, wheat flour, salt;
    Group 2: yeast, water and oil, wheat flour, salt;
    Group 3: baking powder, milk and butter, wheat flour, salt;
    Group 4: baking powder, water and oil, wheat flour, salt;

For pizza toppings, all 4 groups must use the same ingredients: tomato sauce and cheese.

  • The baked pizzas are divided into four parts and a "blind tasting" is conducted: groups receive plates marked with numbers containing pizza quarters and evaluate the aroma, taste, texture. After choosing the most appealing option, they try to guess which combination of products was used. The group that guesses correctly can be rewarded: they get to choose the theme for the next cooking practice sessions.

    Homework: Students are introduced to the history of the "Margarita" pizza by watching a short video. Task: to create their own dream country's pizza using their favorite dough recipe: toppings on the pizza can reflect the colors and heraldry of that country's flag, nature, or architecture. The culinary masterpiece is then to be photographed.

Chemistry, biology, Lithuanian language, geography, physics, arts
Antique myths in science and art
Author: Laima Matijoškienė
School: Vilnius Pilaitės gymnasium

Intended for grade: 10

Lesson idea: based on scientific disciplines and art, analyze Antique myths using the copying technique learned during the course to reveal creativity.

Course of the lesson:

  • The class is divided into 5 groups: "chemists", "physicists", "geographers", "biologists", and "artists." Each group receives two tasks.

  • The "Chemists" group: a) based on Greek myths, explain the origin of 5 chemical elements, indicating the chemical element, its chemical properties, physical properties, and the traits of the mythological character; b) create a "class elements table," assigning a mythological character that corresponds to each classmate's personality and character. The "Physicists" group: a) based on Greek myths, explain the operation of 3 different physical laws within the myth; b) construct wings.

  • The "Geographers" group: a) based on Greek myths, explain the origin of several geographical locations; b) create a map of 3-5 locations mentioned in myths. The "Biologists" group: a) based on Greek myths, explain the emergence of 3 biological phenomena; b) create a representation of Earth as perceived by the Greeks. The "Artists" group: a) create a short film based on a chosen myth; b) create a song, poem, dance, or dramatization based on a chosen myth; create 3 illustrations of myths and select musical accompaniment for them. (choose 2 out of 3 tasks).

  • Presentations of group tasks, discussion, self-assessment, and reflection.

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