Do you already know that the main results of our project are already available in the StartNow + mobile application? We have created this application for educators who want to learn about health better and more effectively. The application is available for both IOS and Android phones. Our application is free of charge, and all scenarios contained in it include access to additional materials – infographics, attachments or links from which you can get additional knowledge or inspiration. Here you can download the application, and below you will find its detailed description.

The Startnow + application is a collection of educational modules devoted to health, well-being and the development of broadly understood social competences. It is dedicated to educators, teachers, facilitators, trainers, educators and animators – anyone who would like to conduct their classes in an interesting way, using the wealth of non-formal education methods.

With the app you can:

  • Introduce students to the new topic of the lesson;
  • To learn while learning – in line with non-formal education, where everyone can be an expert;
  • Motivate your group to greater involvement and creative cooperation;
  • Become an innovative educator;
  • Use the lesson modules in one of the 3 available languages: Polish, Norwegian and English;
  • Introduce a new standard of education and peer learning in your environment.

Mobile App is available here

On the Google Play

On the App Store

Project publication is ready!

The Startnow + project publication is about health education of young people, but the direct recipients of our activities were teachers, educators and other people working with this age group. Together with our partners from Norway, we have been developing innovative tools for public health education for over the past 2 years. 

Our base was the lesson modules created as part of the previous START NOW! project in 2018. We have developed some of them in Polish and Norwegian language versions, adapted them to the school education format, and updated them with the latest trends in health education and the social context. 

In addition, we have created 10 new lesson scenarios that meet the educational needs of the pandemic and are based on many interesting and engaging methods that can also be used in the distance learning mode. 

An important element of our cooperation was also the definition of the basic principles of Child Welfare in education, which we shared with the participants of our meetings promoting the project in Opole and Oslo, and with participants of the training for educators from Poland and Norway in Milówka. 

We can also boast of the QNEC (Quality of Non formal Education Certifcate) certification of organizations that implement the rules we have developed. 

A foretaste of the module-based classes could also get to know children and young people who took part in city games organized in both partner countries this autumn. 

The Startnow + project was an opportunity to exchange knowledge and educational practices used in Poland and Norway, it was also a process of creative cooperation, which resulted in the creation of solutions and tools that allow for the acquisition of practical knowledge and „health skills” of young people participating in the classes in an interesting way, but also adults who facilitate this process. 

Enjoy reading and using the modules! 

Oslo City Game

Modules are discussed in the city game interactive applications that we implemented with the trainers of the central tigers club, where 300 young athletes aged 13 to 25 who live in the center of Oslo participate in physical activities. The needs of the target audience were met, according to feedback from participants of the Startnow+ project outputs. It was ensured that the participants met with useful and meaningful activities within the context of the city game. Students have gained a better understanding of what and why in the field of health, as well as experience with project outcomes.

Awareness was created about the importance of personal devices that measure indicators of our health during the Start now project´s City Game activity.

Information has been given on how to use tracking devices to measure and understand the indicators of our health. In addition the consequences of consuming the energy drinks were discussed and how important it is to check the content of the drinks. The modules that were covered are “Geeky Health” and “To Boost or not to Boost”. 

Young people that participated in the activity had learnt the new methods and how to understand better the health issues and how the body reacts to different external conditions.



Estimated duration: 60 min. without dissemination

Aims of this module: to acknowledge the importance of the personal appliances that measure indicators of our health; to shed the light on the possible effects of the measurements on our body; to teach the participants how to measure basic indicators manually and by using the electronic devices; to raise awareness among participants on the importance of regular physical activity.



Duration: 5-7 min.

Group size: Any

Materials: Clock counter, Printouts of the Infographic 1.

The facilitator brings attention of the participants and asks everyone to find an artery on the neck so that the participants feel the blood pumping. Then s/he starts the clock to tick for 15 seconds and everyone counts the heart beats. After 15 seconds, the participants will try the number of beats. Then facilitator requests the participants to hop for 30 seconds. Immediately after the exercise, participants shall find the artery and facilitator counts another 15 seconds and when the times goes out the participants write down the gathered heart rate. The two rates are compared and facilitator asks the participants to reflect on why there is the difference between them, within the group and with facilitator. S/he brings attention to the discrepancy in relation to the age and whether there are sportsmen in the room, also mentioning the table with the normal heart rates on still and after physical activity. The facilitator also explains the importance of measuring the heart rate for the health.

Hints for The Facilitator:

* Spot among the participants the ones who practices sport beforehand;

* Use different methods of measuring the heart rate (on the connection of arm to the palm or in the arm bend);

* Find the physical exercise to be implemented in accordance to the profile of the group.


“Stay active”

Duration: around 40 min.

Group size: around 25-30 people

Materials: Projector, videos with appliances to be presented, Infographic.

Facilitator presents the topic of the module – different devices and appliances that help us to measure and collect the data related to our health in daily life. S/he presents the different types of indicators like step counter, oxygen rate in the blood, ECG, blood pressure, floors climbed during the day etc. The facilitator gives some examples on devices (physically or over internet).

After that s/he splits the group into smaller groups of 5-6 participants. S/he gives the map of the places close to the school and asks to find them out. The groups shall use their mobile phones (preferably with the step counter) and have them ready when they arrive to the points.

On the spot, each group shall see the Infographic 1 with the table where everyone from the group shall write the number of the steps needed to reach the spot. They will also have to calculate the number of calories that were burnt during the short trip using the formula in the Infographic. After finishing the exercise, each group goes back to the classroom for evaluation.

Hints for The Facilitator:

  • Prepare and find the devices beforehand;
  • Find out the mobile apps available in your country for downloading from the AppStore and Google Play Store so that participants could use them during the activity;
  • Spot the places that are easy to find and at the same time at least 700-800 steps away from the classroom.


“Pros and Cons”

Duration: 15 min.

Group size: Any

Materials: Chalkboard.

The facilitator summarizes the knowledge participants had learnt during the lesson and the value of wearable devices: location tracking, health and activity tracking, education and entertainment. S/he also mentions the downside of wearable devices like poor security and privacy concerns.

The facilitator underlines the following topics at the end of the lesson:

  • Prevention of diseases and maintenance of health like fall identification and prevention;
  • Physical activity and interaction monitoring,
  • Mental status monitoring,
  • Sports medicine,
  • Weight control and monitoring,
  • Public education

At the end, the participants shall make reflections on the importance, advantages and disadvantages for themselves. They shall also think of the application of these devices by people of different age and where else the devices could be applied.

Hints for The Facilitator:

  • Encourage participants to define the most suitable appliances by using examples
  • Ensure the participants to grab the both sides (pluses and minuses).


Home activity “Track your health”

Duration: 2 weeks

Group size: Any

Materials: Computer, internet.

The participants will be asked to measure the data each day (steps, heart rate, blood pressure). The special stress should be made to the measurements during the physical activity (if any). Each participant shall fill in the table with the results (similar to the Infographic 1) and calculates the number of calories and fats burnt during the activity and after 2 weeks by help of the teacher each participant will have to prepare a graph showing the change in the data during the previous weeks. The participants will reflect in the classroom on importance of staying physical activity and how the appliances had helped them to follow up their health condition.

Hints for The Facilitator:

  • During the two weeks remind the participants to fill out the table – ask them to show you the table with the data.
  • Help the participants in preparation of the graphs using Excel or similar tools.
  • The graphs could be shared on social media.
  • Participants can also start campaign for bringing attention to the issue by setting the goals (for example, the total amount of steps achieved by the class, number of calories etc.)



Estimated duration: 60 min. without dissemination

Aims of this module: to understand the importance of good hygiene; to give short information on bacteria; to ensure the implementation of good hygiene routine; to learn about the ways of protection from bacteria.


„Dirt is invisible”

Duration: 5-7 min.

Group size: Any

Materials: Images of bacteria printed on sticky paper.

The facilitator gives the children stickers and asks them to stick the “bacteria” on everything in the room that they can touch. After that all together look around the room and find stickers. Revisit how bacteria spread and why they are dangerous.

Hints for The Facilitator:

* Go around the room and help children to find the places

* Make sure that children are focusing on the task and not play


„Why we must wash our hands”

Duration: around 40 min.

Group size: around 30 people

Materials: Ball and pictures of bacteria on stickers, the Annex 1.

The facilitator gives a short lecture on bacteria/microbes, where do they live, and why they can be dangerous. Then s/he describes the importance on washing of the hands and makes special stress on the following items:

1. When children blow the nose, sneeze, or cough, bacteria from the nose and mouth can get onto hands or toys, tables, and other objects.

Facilitators shows how to cover the mouth or nose (not with palm but use a paper handkerchief or sleeve).

2. If person was near a sick person, then his bacteria can get over into the body, so after talking with him, children should definitely wash the hands.

3. Bacteria love to live in the toilet – on the toilet, on the tap, on the door handles. And we also remember that they live on different parts of the body. Therefore, after children have been in the toilet, especially a lot of harmful bacteria settle on the palms that need to be washed off.

4. Before planning to eat something, even if it is just an apple or candy, children must be sure to wash the hands.

5. If they have played with an animal, be sure to rinse off any bacteria that may have gotten onto the hands.

6. If a child has injured knee or there is another wound on the body, do not touch it with dirty hands, bacteria from the palms will prevent it from healing quickly.

7. If children are outside, bacteria can get on the palms when they play in the sandpit, launch boats in a puddle, play football or climb ladders.

8. During the day, children can do a lot of interesting things, learn and play. Therefore, if they notice that the hands have become dirty, they need to go and wash them clean.

After that the facilitator spreads stickers, picks up the ball and pretends s/he has a cold and sneeze on it. “Oh! I forgot to cover my mouth with my sleeve, and now my bacteria got on the ball (sticks the bacteria sticker on the ball).” Then s/he throws the ball to the child who loudly pronounces her/his “role” (for example, “I forgot to wash my hands before eating”) and sticks a sticker on the ball and throws it to the next participant.

On the last throw, facilitator shall keep the ball. “Look how many bacteria we have passed on to each other! That’s why we need to wash our hands often – to prevent the spread of bacteria and get sick.”

Hints for The Facilitator:

  • To illustrate how bacteria can enter our body and cause disease, you can use the poster “How bacteria enter the body” – See the Annex 1.
  • Give example of recent pandemic and how proper hygiene prevented from spreading of virus
  • Assign roles for children before starting the exercise (one did not wash his hands before eating, the other one after using the toilet, the third after a walk, etc.
  • Ask children on their behaviors and how often and when they shall wash the hands.


„Good hygiene can save our lives”

Duration: 15 min.

Group size: Any

Materials: Infographic with instructions on how to wash the hands (Annex 2)

After all the activities the Facilitator summarizes the participants the most important issues from the lesson. Participants give examples on where the bacteria can be found. The facilitator presents the poster with instructions on how to properly wash the hands. Demonstrate the steps of hand washing in sequence:

• Explain that the water must be warm so that the soap is better at removing bacteria.

• Lather your hands; reaffirm to children that washing hands without soap does not remove bacteria.

• Wash your hands thoroughly, once again note that you need to wash not only the palms, show how to wash the back of the hands, the spaces between the fingers and the tips of the fingers.

• Dry your hands thoroughly with a paper towel, explain that this is necessary to completely remove all bacteria. Emphasize that bacteria spread much faster through wet hands than through dry hands.

• Turn off the tap using the same towel that you used to dry your hands. Explain that the towel protects your hands from bacteria that might be on the tap.

Hints for The Facilitator:

  • Hang “Wash Your Hands Properly” poster near the sink (if possible) after the lesson.
  • Make stress on the duration of the washing procedure for at least 20 seconds.


Home activity “Keep hygiene rules”

Duration: 2-3 weeks

Group size: Any

Materials: Notebook.

The participants will keep the records of each hand wash during the week. They will note the date/time, occasion and place. After one week participants will calculate and share the results with each other in the classroom.