Learning event 2017 Learning in a Museum- transnational collaborative learning activities (11-13 March 2017) - Task 11


TRAINER TEACHER: Daniela Bunea, Romania, Sibiu, Colegiul National Gheorghe Lazar Sibiu

TRAINEE TEACHER: Μaria Vassilopoulou, Greece, Acharnes Attikis, 12 Γυμνάσιο Αχαρνών

TRAINEE TEACHER: Elisabetta Meda, Italy, Turin, S.M.S. "P.G. Frassati"

We have decided to take our students to a virtual field trip inside the magic world of Beatrix Potter, for two reasons:

1) The 8th May, Woman's International Day, should be dedicated to a special woman, as Beatrix was.

2) She left us two legacies: her delicious stories watercoloured by herself, and her deep feelings for nature, thus fostering environmental respect and taste for discovery in young generations.

3) LAST, BUT NOT LEAST..."A snap of magic a day, keeps troubles away!"



Beatrix Potter (London, 1866 - Sawrey, 1943) was a writer, illustrator and English naturalist, best remembered for his books for children. His works celebrate life and nature in the English countryside, through the story of the adventures of anthropomorphized animals as the famous Peter Rabbit .

The passion for nature, animals, and painting (including watercolor) were the main theme of the life of Beatrix since childhood, and they are reflected in his literary works.

His books were highly successful, and the corresponding revenue, joined inheritance received from an aunt, allowed her to buy the land of Hill Top Farm in Near Sawrey, and then several adjacent farms.

Beatrix was engaged in the protection of the natural environment of her land.

These soils are part of today's protected natural area of the Lake District National Park.

The BEATRIX POTTER'S ATTRACTION is based in the heart of Bowness-on-Windermere, easily accessed on foot, by bike, in the car, on the bus or by boat!

As you step in to the World of Beatrix Potter's Attraction you can explore this wonderful landscape, as all 23 of the magical tales are brought to life, recreating sights, sounds and aromas in 3D displays. There’s chance to meet your favourite characters Squirrel Nutkin, Mrs. Tiggywinkle and Mr. Tod, not forgetting the most famous character of all, Peter Rabbit!


• Getting familiar with the setting, before the trip.

• Clarifying learning goals.

• Planning pre-visit activities, aligned with curriculum goals.

  • Creating while-visiting activities, to enhance creative thinking, tutoring, peer-education, learning-by-doing strategies.

•Designing post-visit activities, to reinforce the eperience, enabling students to reflect on it.


•To maximise cognitive and affective outcomes, our field trip needs to provide moderate amount of structured materials, allowing free exploration.

•Well-designed worksheets can be effective in promoting discovery-based enquiry.

•The use of pre-while-post visit activities can enhance the cognitive and affective learning outcomes.


Identify Plants in the Garden

  • Identify and group different plants found in the Peter Rabbit Garden. The pupils can annotate a map of the garden with their findings. Pupils discuss likes and dislikes and use ideas to help them plan a garden of their own for school.

Observational Drawings

  • As pupils move around the exhibition, they make sketches of scenes which interest them. They may choose to annotate there sketches. Discuss why pupils chose particular scenes. Make links with descriptive writing.

Garden Rubbings

  • The pupils can select from a range of natural objects, including leaves, bark, stones, rocks, wood. Using crayons, charcoal, shading pencils the children will make rubbings of a range of natural objects and textures. Share rubbings and discuss patterns and textures.

What Were Homes Like in the Past?

  • Using the scenes in the main exhibition, pupils draw or take notes of the items they see in the homes of the characters. Explain that these homes would have been based on what peoples homes were like at the time the book was written. Pupils make comparisons with modern day homes.


  • Each scene in the attraction shows part of a story. Pupils can recreate the scenes in a ‘freeze frame’ either in the attraction or back at school. Discuss the thoughts and feelings of each character at the point of freeze frame.

Secret Code

  • Beatrix Potter began to write a secret diary when she was 15 years old. The diary was written in a code where each letter was replaced with a different letter or symbol. Use the code to create your own secret messages or to decipher some of Beatrix Potters thoughts.


  • The attraction uses all the senses in recreating different scenes from the tales. Discuss not only what you can see but also what you can hear, smell, and feel.

Data Handling

  • Pupils plan an investigation into finding how many people visit the attraction. They create interview style questions asking visitors why they have chosen to visit the attraction and if they are local or visiting the area on holiday.
  • Pupils present and discuss their findings.


Evaluation and feedback of the Field trip (for Teachers)

• What was the most educational value in this trip?

• Did students meet the objectives?

• Was there adequate time?

• Was there adequate staff and adult supervision?

• What might be done differently, to be better?

• What points to be emphasized next time?

• What related topics could be developed in the future?

Evaluation and feedback of the Field trip (for Pupils)

•Plant a word on a virtual garden:


  • Now, turn your word-collection into a creative word-cloud:

It has been such an exciting experience: we feel re-born!

TOOLS AND DIGITAL STRATEGIES ACTUALLY USED : Spark Adobe, Youtube, Smart Notebook 11 software, Tagul, Answer Garden, Web-quest.

TOOLS TO BE SUCCESSFULLY USED FOR ANY FURTHER EXPANSION : Padlet, Pinterest, Tricider, Forum, Skype, or Recording tools (easy voice recorder, audacity ).


Thank you!


Created with images by dierk schaefer - "Ostern" • piddy77 - "beatrix potter" • piddy77 - "beatrix potter - Mrs Tiggywinkle" • piddy77 - "beatrix potter" • FlyingCrimsonPig - "The World of Beatrix Potter, Windermere"

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