Types of enhanced competences
There was no coding in the activity.

Duration and timeline of implementation
Preparation time
6 astronomical hours
Study time
2 study hours of self-study or interest activities

Strategies and activities
At the beginning of the lesson, students recall the Italian mathematician Leonardo Fibonacci, whom they met in the second grade. Knowledge about a numerical sequence in ascending order is updated. The principle of creating the Fibonacci numerical sequence is recalled. Knowledge about the actions of addition and subtraction with a written vertical record and the direction of action from right to left is also updated.
This is followed by a discussion and a story for the teacher to present the application of Fibonacci numbers in the world of plants. It begins first with a talk about living nature. The groups of living organisms are defined. Knowledge from the second grade about the diverse world of plants is updated. They are defined by the main indicators - trees, shrubs and herbaceous plants. This is followed by a short story accompanied by observation. In the world of living nature, patterns are observed that are visibly noticeable in the way plants develop. The teacher illustrates three examples of plants that are typical examples of the application of Fibonacci numbers.
After this discussion, the students are given a worksheet with tasks to complete (Appendix No. 1. It gives instructions for filling it out. The worksheet contains tasks in which numerical expressions are presented in different ways: with expanded notation, in tabular form and in vertical notation. After checking, it was found that students encounter the most difficulties in calculating numerical expressions written in expanded notation. This task was previously thought out in order to increase attention and concentration.
At the next stage of the lesson, the teacher presents an excerpt from the work of art “Shisharko” with its author – Galina Zlatina. A discussion is held with guiding questions, from which students draw conclusions and inferences about the character “Shisharko” – a representative of which group of living organisms he is, what his living environment is.
A task is set – to make a “Shisharko” doll. The use of the Fibonacci number series for its manufacture is specified. A demonstration of how to make it follows. A technological board is drawn on the board with the sequence of operations that must be performed with their respective materials and tools – Appendix No. 2.
After completing the task, the students present their puppet characters Shisharko.

Material Sources
laptop, multimedia, materials for making the character "Shisharko" - colored sheets of A4 format, scissors, glue, plasticine.

Methodology
Learning By Doing, Inquiry-Based Science Learning, Technology-Enhanced Active Learning (Teal)

Observed Benefits
They find it easier to solve a numerical expression presented in tabular form, such as the second group of numerical expressions.
In their work on making the figure, students demonstrate practical skills in working with tools. They construct and model each of the necessary elements, guided by the technological board on the board. Attention is paid to the movement of the doll's head and its positioning using plasticine. Thus, the students perform the operations in their specified sequence when making the product.

Challenges Faced
Students generally have difficulty understanding the abbreviations of the decimal positional number system.

Future Improvements
The analysed lesson demonstrates several strong educational practices that can be replicated and optimised in other teaching contexts:

1. The Fibonacci Sequence in Context
- Integrates math with nature through real-life plant patterns.
- Can be enhanced with coding tools or visual simulations.

2. Varied Task Formats
- Combines multiple representations of number operations.
- Easily adapted into interactive digital worksheets.

3. Cross-Curricular Literature Integration
- Links language and science through storytelling.
- Can be extended by having students create their own stories.

4. Structured Hands-On Activities
- Clear visual instructions for making a puppet.
- Can be optimized with digital tutorials or step-by-step guides.

5. Nature-Based Observation
- Encourages recognition of mathematical patterns in the environment.
- Could be supported with virtual field trips or AR tools.

6. Targeting Learning Challenges
- Addresses known difficulties like expanded notation.
- Adaptable with differentiated or adaptive learning tools.

7. Presentation and Reflection
- Students present and explain their work, promoting expression and understanding.
- Can be enriched with peer feedback and self-reflection tools.

Recommendations
Recommendations for Improvement and Replication
1. Incorporating basic Scratch coding activities that allow students to animate characters like "Shisharko" or simulate natural patterns such as the Fibonacci spiral. This will build computational thinking, engage digital-native learners, and support STEM integration, making abstract mathematical concepts more interactive and visual.
2. The teacher can develop clear criteria that assess learning outcomes across disciplines (math, science, literature, and art), including creativity, problem-solving, and understanding of natural phenomena. Thus, it will ensure a balanced evaluation of both cognitive and creative efforts and highlight student strengths across different domains.
3. Include reflection prompts at the end of activities, such as “What did you learn from creating Shisharko?” or “How did the Fibonacci numbers help you?”
This will encourage students to reflect and helps develop metacognitive skills, reinforcing understanding and promoting self-awareness in learning.

4. Teachers can offer different versions of tasks based on difficulty (e.g., simpler or more complex number patterns), and provide scaffolded support where needed. This will help meet the diverse learning needs of students, supporting both struggling and advanced learners and encouraging inclusive learning.

5. By allowing students to invent their own character based on a different pattern (e.g., spirals in galaxies, symmetry in animals) and tell a story, they will be encouraged to show ownership, creativity, and engagement, supporting the development of storytelling and critical thinking.

By implementing such improvements, the educational projects can become more inclusive, technology-enhanced, and student-centered.