Eco Kids Learning For A Greener Future eTwinning Project
About:
The main aim of this project is to teach the concepts of climate change, carbon law and carbon footprint to primary school students in a fun and interactive way. Using Web 2.0 tools, various materials and activities will be prepared to facilitate children's understanding of these concepts, encourage creative thinking and increase environmental awareness. With fun learning tools such as animations, educational games, interactive stories and virtual reality applications, children can observe the effects of climate change in a virtual environment and learn ways to reduce their carbon footprint through fun tasks.
For the success of the project, Web 2.0 tools will be utilized to provide interactive learning experiences such as online discussion forums, blog posts and social media platforms. Children will reinforce what they have learnt through online surveys and games and adopt environmentally friendly habits. In addition, activities such as recycling activities, energy saving projects and nature walks will be organized to raise environmental awareness; teachers and families will participate in the project through training seminars and information meetings and support children's learning processes.
Aims:
Project Plan:
October :
November- December : ‘Climate Change and Biodiversity
1. What is climate change and what are its causes? Show students on Google Earth how different regions are affected by climate change. For example, you can show melting glaciers or forest fires. Which biodiversity losses are caused by climate change. This helps them to learn the topics in an interactive way.
2. Using Quizlet or Flippity, teachers prepare flashcards with basic information about climate change and biodiversity. Each card contains a definition of a concept or an answer to a question. Students use these flashcards in class or individually for quizzing and test solving.
3. Each school will research 1 plant and 1 animal in danger of extinction due to climate diversity in their country.
4.. ‘Climate Friendly Characters’ :Using Pixtoon, students create climate-friendly characters. These characters create simple stories about how they would combat climate change. Each student shares their character's story with the class. The characters can be, for example, a ‘Recycling Robot’ or an ‘Energy Saving Monster’.
January-February: Carbon Footprint Hunt
1. Students are asked to use a simple carbon calculator such as Eco Footprint Calculator to calculate the carbon footprint of their daily activities.
2. Tasks: Students start to analyse different activities and habits at home according to the carbon footprint they learnt from the calculation. These activities can include energy consumption, transport choices and waste management.
3. Sharing the Results: Students share with their classmates the carbon footprints they calculated on Google Forms and which activities they plan to change. Each student can visualise this information with colourful graphs and fun explanations.
4. Scenarios and Role Play on Carbon Footprint
Create a Scenario: Using Plotagon, students create short stories or cartoons to reduce their carbon footprint. These scenarios can be fun stories about how to reduce carbon footprint in daily life.
These activities allow primary school students to have a fun and educational experience in measuring and reducing their carbon footprint. Web 2.0 tools can make the topic more engaging while encouraging students' active participation.
Videos: Students can create short informative videos about carbon law and mitigation strategies.
March- April: Greenhouse Effect
The teacher conducts ‘Greenhouse Gases Experiment’ with the students about the relationship between greenhouse effect and global warming.
1. ‘Discover the Greenhouse Effect’ Experiment
Common Product: Experiments Book
May:
EXPECTED RESULTS
The main aim of this project is to teach the concepts of climate change, carbon law and carbon footprint to primary school students in a fun and interactive way. Using Web 2.0 tools, various materials and activities will be prepared to facilitate children's understanding of these concepts, encourage creative thinking and increase environmental awareness. With fun learning tools such as animations, educational games, interactive stories and virtual reality applications, children can observe the effects of climate change in a virtual environment and learn ways to reduce their carbon footprint through fun tasks.
For the success of the project, Web 2.0 tools will be utilized to provide interactive learning experiences such as online discussion forums, blog posts and social media platforms. Children will reinforce what they have learnt through online surveys and games and adopt environmentally friendly habits. In addition, activities such as recycling activities, energy saving projects and nature walks will be organized to raise environmental awareness; teachers and families will participate in the project through training seminars and information meetings and support children's learning processes.
Aims:
- Enhance Understanding of Climate Change and Biodiversity Loss
Students will develop a foundational understanding of what climate change is, its causes, and its effects on biodiversity. Through interactive tools like Google Earth and flashcards, they will learn how various regions and species are impacted by climate change. - Encourage Awareness and Reduction of Carbon Footprint
Students will calculate their own carbon footprint and analyze daily activities that contribute to carbon emissions. They will learn strategies for reducing their impact on the environment through role-playing, scenarios, and creative storytelling. - Promote Critical Thinking and Problem-Solving Skills
Through research, experiments, and role plays, students will critically think about the relationship between human activities, carbon emissions, and global warming. They will be tasked with identifying practical ways to mitigate climate change in their daily lives. - Foster Creativity and Active Engagement through Web 2.0 Tools
Web-based tools like Quizlet, Pixtoon, and Toontastic will be used to create interactive learning experiences. Students will actively engage in creating climate-friendly characters, flashcards, and informative videos, making the topic of climate change more relatable and enjoyable. - Promote Collaboration and Communication
These activities will encourage students to work together, share their research, and present their findings on climate change and carbon footprint reduction. They will also participate in joint projects, such as theatre plays and card games, to foster teamwork and environmental responsibility.
Project Plan:
October :
- project application and joining of partners
- Promotional video editing
- Meeting and introduction on a bulletin board
- Logo working and choosing with survey
- Pre project survey (Parents , teachers, students)
- Determination of the ethical rules of our project.
November- December : ‘Climate Change and Biodiversity
1. What is climate change and what are its causes? Show students on Google Earth how different regions are affected by climate change. For example, you can show melting glaciers or forest fires. Which biodiversity losses are caused by climate change. This helps them to learn the topics in an interactive way.
2. Using Quizlet or Flippity, teachers prepare flashcards with basic information about climate change and biodiversity. Each card contains a definition of a concept or an answer to a question. Students use these flashcards in class or individually for quizzing and test solving.
3. Each school will research 1 plant and 1 animal in danger of extinction due to climate diversity in their country.
4.. ‘Climate Friendly Characters’ :Using Pixtoon, students create climate-friendly characters. These characters create simple stories about how they would combat climate change. Each student shares their character's story with the class. The characters can be, for example, a ‘Recycling Robot’ or an ‘Energy Saving Monster’.
January-February: Carbon Footprint Hunt
1. Students are asked to use a simple carbon calculator such as Eco Footprint Calculator to calculate the carbon footprint of their daily activities.
2. Tasks: Students start to analyse different activities and habits at home according to the carbon footprint they learnt from the calculation. These activities can include energy consumption, transport choices and waste management.
3. Sharing the Results: Students share with their classmates the carbon footprints they calculated on Google Forms and which activities they plan to change. Each student can visualise this information with colourful graphs and fun explanations.
4. Scenarios and Role Play on Carbon Footprint
Create a Scenario: Using Plotagon, students create short stories or cartoons to reduce their carbon footprint. These scenarios can be fun stories about how to reduce carbon footprint in daily life.
These activities allow primary school students to have a fun and educational experience in measuring and reducing their carbon footprint. Web 2.0 tools can make the topic more engaging while encouraging students' active participation.
Videos: Students can create short informative videos about carbon law and mitigation strategies.
March- April: Greenhouse Effect
The teacher conducts ‘Greenhouse Gases Experiment’ with the students about the relationship between greenhouse effect and global warming.
1. ‘Discover the Greenhouse Effect’ Experiment
Common Product: Experiments Book
May:
- Final project surveys (parents , teachers, students)
- Evaluation
- Collaborative magazine useful for dissemination
EXPECTED RESULTS
- Increased Environmental Awareness
Students will gain a deeper understanding of climate change, its causes, and its effects on biodiversity, leading to a heightened sense of environmental responsibility and awareness of their own actions. - Improved Critical Thinking Skills
By analyzing their carbon footprints and exploring real-world environmental challenges, students will develop critical thinking skills, enabling them to identify problems and propose practical solutions to reduce environmental impacts. - Enhanced Digital Literacy and Creativity
Through the use of Web 2.0 tools like Pixtoon, Toontastic, and Google Earth, students will improve their digital literacy while expressing their creativity through storytelling, animations, and interactive projects. - Stronger Teamwork and Communication Abilities
Collaborative tasks, such as theatre games and group research, will enhance students’ ability to work together, communicate effectively, and present their ideas clearly to their peers. - Practical Application of Knowledge
Students will apply what they have learned by making real changes in their daily habits, understanding how small actions like recycling, reducing energy consumption, and choosing sustainable transport can collectively help combat climate change.
Parents Permission
Curriculum Integration
Pre-project Surveys
Parents Surveys
Şehit Erkan Kendirci Primary School 3-F class students' parents participated in the pre-project survey activities of EcoKids: Learning for a Greener Future eTwinning Project participated in the pre-project survey studies. The questionnaire was prepared and applied with Google doc programme. Students and parents expressed their opinions before the project.
Şehit Erkan Kendirci Primary School 3-F class students and participated in the pre-project survey activities of EcoKids: Learning for a Greener Future eTwinning Project participated in the pre-project survey studies. The questionnaire was prepared and applied with Google doc programme. Students and parents expressed their opinions before the project.
Logo Workings
Şehit Erkan Kendirci Primary School 3-F class students participated in the logo activity of our class for the EcoKids: Learning for a Greener Future eTwinning Project, our class participated in the logo activity. Students designed logos for our project. Then the students voted for the logos that will represent our class among the designed logos. As a result of the voting, the logo designed by Furkan S. was selected first.
Students of Şehit Erkan Kendirci İlkokulu voted project logo on 28th October 2024
Netiquette
Climate change and Biodiversity
What is Climate change?
Şehit Erkan Kendirci İlkokulu 3-F sınıfı öğrenciler 25-29 Kasım 2024 tarihleri arasında Eco Kids For A Greener Futuru eTwinning Projesi için İlklim Değişikliği etkinliklerine katıldı. Zeynep Öğretmen ikilm değişikliği kavramlarını anlattı. Öğrenciler konuyla animasyonlar izledi. Öğrenciler EBA portalında iklim değişikliğinin sebeplerini ve sonuçlarını konuştular. Son olarak öğrenciler yapay zeka aracıyla iklim değişikliği sonuçlarıyla savaşan süper kahramanlar tasarladılar.
Common Product
Şehit Erkan Kendirci Primary School 3-F class students participated in the Superhero design activities for the Eco Kids For A Greener Future eTwinning Project between 28-29 November 2024. Students from our school participated in mixed country teams and designed the global warming superhero in artificial intelligence. They determined the characteristics of superheroes fighting air pollution.
Common Product: ‘Climate Friendly Characters - Climate SuperHeroes and their superpower
SuperHero and Superpower - Monika Kormaníková
Plants and Animals in Danger
Şehit Erkan Kendirci Primary School 3-F class students participated in Biodiversity activities for Eco Kids For A Greener Future eTwinning Project between 02-05 December 2024. Students were informed about biodiversity concepts and endangered plants and animals. Students watched videos. Students did research on the internet. They prepared a school board.
Common Product: Picture Dictionary
Şehit Erkan Kendirci Primary School 3-F class students participated in the Biodiversity dictionary activities for the Eco Kids For A Greener Future eTwinning Project between 10-11 December 2024. Students identified endangered plants and animals from their countries and added them to the digital dictionary.
Common Product: Plant & Animal Dictionary
ANIMALS AND PLANTS IN DANGER - Tiziana Scarnata
Carbon Footprint Hunt
Şehit Erkan Kendirci Primary School 3-F class students participated in Carbon Footprint activities for Eco Kids For A Greener Future eTwinning Project between 07-10 January 2025.
Carbon Footprint Animations
Şehit Erkan Kendirci Primary School 3-F class students participated in Carbon Footprint activities for Eco Kids For A Greener Future eTwinning Project between 07-10 January 2025. Students watched animations on the subject. Teacher Zeynep made a presentation to the students. Students prepared carbon footprint reports of their parents and families. They uploaded them to the padlet tool prepared by their teachers. Students created action plans for their families according to the reports. They presented them to their friends in the classroom. They prepared a school board about their activities.
End Of Project Surveys
End of Project Teacher Survey & Results
87.5% of teachers who participated in the survey stated that they would like to participate in another eTwinning project next year. This percentage shows that the project left a positive impression on teachers and that participation resulted in high satisfaction. Only 12.5% of participants expressed negative views about participating in the project the following year. This shows that the overall structure and operation of the project have been embraced by teachers.
87.5% of participants strongly agreed that the project raised awareness among students on environmental issues such as climate change, carbon footprint and greenhouse effect. This shows that the project was quite effective in achieving its goal of raising environmental awareness. Teachers' opinions revealed that students not only acquired knowledge but also integrated this knowledge into their daily lives.
When asked if students had started to show environmental awareness in their daily lives, 75% of teachers responded with ‘I definitely agree,’ while 25% responded with ‘I agree.’ These percentages show that the project was successful not only in transferring knowledge but also in bringing about behavioural change.
The majority of teachers (87.5%) strongly agreed that the multifaceted activities implemented within the scope of the project, such as character creation, experimentation, scenario writing, and graphic design, supported students' interdisciplinary skills. Students were encouraged to learn by bringing different fields together, and their creative and analytical thinking skills were promoted.
The use of digital tools such as Google Earth, Kahoot, and Plotagon was also found to be very positive by 87.5% of teachers. The use of such digital materials attracted students' attention and made learning more effective and enjoyable. In addition, this contributed significantly to equipping students with 21st-century skills.
In the final section of the survey, 87.5% of respondents again answered ‘I definitely agree’ that the project developed scientific thinking and inquiry skills. Encouraging students to conduct research and develop observation and experiment-based thinking skills supported this achievement.
The ‘Eco Kids Learning For A Greener Future’ project has been a highly successful application in terms of raising environmental awareness among students, supporting interdisciplinary learning processes, and enriching education with digital tools. Feedback from teachers clearly shows that the project has achieved its objectives both pedagogically and in terms of environmental education.
87.5% of participants strongly agreed that the project raised awareness among students on environmental issues such as climate change, carbon footprint and greenhouse effect. This shows that the project was quite effective in achieving its goal of raising environmental awareness. Teachers' opinions revealed that students not only acquired knowledge but also integrated this knowledge into their daily lives.
When asked if students had started to show environmental awareness in their daily lives, 75% of teachers responded with ‘I definitely agree,’ while 25% responded with ‘I agree.’ These percentages show that the project was successful not only in transferring knowledge but also in bringing about behavioural change.
The majority of teachers (87.5%) strongly agreed that the multifaceted activities implemented within the scope of the project, such as character creation, experimentation, scenario writing, and graphic design, supported students' interdisciplinary skills. Students were encouraged to learn by bringing different fields together, and their creative and analytical thinking skills were promoted.
The use of digital tools such as Google Earth, Kahoot, and Plotagon was also found to be very positive by 87.5% of teachers. The use of such digital materials attracted students' attention and made learning more effective and enjoyable. In addition, this contributed significantly to equipping students with 21st-century skills.
In the final section of the survey, 87.5% of respondents again answered ‘I definitely agree’ that the project developed scientific thinking and inquiry skills. Encouraging students to conduct research and develop observation and experiment-based thinking skills supported this achievement.
The ‘Eco Kids Learning For A Greener Future’ project has been a highly successful application in terms of raising environmental awareness among students, supporting interdisciplinary learning processes, and enriching education with digital tools. Feedback from teachers clearly shows that the project has achieved its objectives both pedagogically and in terms of environmental education.
End of Project Parents Survey & Results
Şehit Erkan Kendirci İlkokulu 3-F class parents participated in the end of project survey activities between 23-27 May 2025. The questionnaire was prepared and applied with Google doc programme. Parents expressed their opinions after the project.
The results of the survey conducted with parents at the end of the Eco Kids Learning For A Greener Future eTwinning project clearly demonstrate the impact of the project. These results, evaluated based on feedback from 94 parents, show the gains made by both students and families in terms of environmental awareness.
When asked, ‘Would your child like to participate in an eTwinning project next year?’, 95.7% of parents responded ‘Yes.’ This shows that the project left a positive impression on the students and that they would like to see similar activities continue. This interest in the project demonstrates that both the content and the implementation methods were effective and motivating for the students.
66% of parents stated that their children gained knowledge about climate change through this project, while 28.7% stated that they ‘Agree.’ This percentage shows that environment education-focused studies are effective at the student level and that students have gained significant knowledge.
70.2% of parents responded ‘I definitely agree’ and 25.5% responded ‘I agree’ to the statement ‘My child has gained awareness about carbon footprints and individual responsibilities.’ This shows that the project is successful not only in terms of knowledge but also in creating behavioural awareness.
71.3% of parents stated that they observed positive changes in their children's daily habits towards the environment. These changes suggest that students have started to act more consciously in areas such as energy saving, recycling habits, and water usage.
When asked whether digital tools such as Google Earth, Kahoot, and Plotagon attracted students' interest, 73.4% responded with ‘I definitely agree.’ This result confirms that the integration of digital technologies into education is highly effective in attracting students' attention and making learning more permanent.
Experiments conducted as part of the project also received highly positive feedback regarding the support of children's scientific thinking skills through activities such as story writing. 74.5% of respondents stated that such activities contributed to their children's analytical thinking and problem-solving skills.
In conclusion, the project offered a holistic approach that encouraged student participation, raised environmental awareness, supported scientific thinking skills, and made learning with digital tools enjoyable. The strong support and observations of parents demonstrate that this project had positive effects both educationally and socially.
When asked, ‘Would your child like to participate in an eTwinning project next year?’, 95.7% of parents responded ‘Yes.’ This shows that the project left a positive impression on the students and that they would like to see similar activities continue. This interest in the project demonstrates that both the content and the implementation methods were effective and motivating for the students.
66% of parents stated that their children gained knowledge about climate change through this project, while 28.7% stated that they ‘Agree.’ This percentage shows that environment education-focused studies are effective at the student level and that students have gained significant knowledge.
70.2% of parents responded ‘I definitely agree’ and 25.5% responded ‘I agree’ to the statement ‘My child has gained awareness about carbon footprints and individual responsibilities.’ This shows that the project is successful not only in terms of knowledge but also in creating behavioural awareness.
71.3% of parents stated that they observed positive changes in their children's daily habits towards the environment. These changes suggest that students have started to act more consciously in areas such as energy saving, recycling habits, and water usage.
When asked whether digital tools such as Google Earth, Kahoot, and Plotagon attracted students' interest, 73.4% responded with ‘I definitely agree.’ This result confirms that the integration of digital technologies into education is highly effective in attracting students' attention and making learning more permanent.
Experiments conducted as part of the project also received highly positive feedback regarding the support of children's scientific thinking skills through activities such as story writing. 74.5% of respondents stated that such activities contributed to their children's analytical thinking and problem-solving skills.
In conclusion, the project offered a holistic approach that encouraged student participation, raised environmental awareness, supported scientific thinking skills, and made learning with digital tools enjoyable. The strong support and observations of parents demonstrate that this project had positive effects both educationally and socially.
End of Project Students Survey & Results
Şehit Erkan Kendirci İlkokulu 3-F class students participated in the end of project survey activities between 23-27 May 2025. The questionnaire was prepared and applied with Google doc programme. Students expressed their opinions after the project.
The ‘Eco Kids Learning For A Greener Future’ project was found to be quite successful according to the results of the end-of-year survey conducted with 137 students. First, students were asked, ‘Would you like to participate in an eTwinning project next year?’ 97.1% of students answered “Yes” to this question, while only 2.9% answered ‘No.’ This strong percentage clearly demonstrates the students' satisfaction and interest in the project. The project has sparked curiosity, fostered a sense of belonging, and created a desire to continue among the participants.
One of the main gains of the project is to increase students' knowledge about environmental issues. 88.3% of the students answered ‘Yes’ to the statement, ‘I learned new things about climate change, carbon footprint and greenhouse effect in this project.’ The remaining 11.7% stated that they had learned ‘a little.’ These percentages show that students have learned environmental concepts and that these concepts have found a place in their world. The fact that no student answered “No” or ‘I didn't learn anything’ demonstrates the effectiveness of the educational content.
The project not only provided information but also instilled an awareness of environmental protection in the students. 92.7% of the students who said, ‘In this project, I learned what I can do to protect our world,’ answered ‘Yes,’ while 7.3% answered ‘Somewhat.’ These answers show that the project led to behavioural changes that students can apply in their daily lives. Developing environmentally friendly habits at a young age will yield lasting and effective results in the long term.
The quality of the activities also played an important role in the project's success. 95.6% of students responded ‘Yes’ to the statement, ‘The games, drawings, experiments, and videos in the project were very enjoyable.’ The remaining 4.4% said they had ‘some’ fun. These results show that educational content supported by games and visual materials increases students' interest in learning. The fun learning model has once again proven to be an extremely effective method, especially for primary school students.
The project's impact on student behaviour is also quite evident. When asked, ‘After the project, did you start paying more attention to electricity, water, and waste issues?’, 92% responded “Yes” and 7.3% responded ‘Somewhat.’ Only 1 student (0.7%) stated that they had not experienced any change in this regard. These data reveal that the project has also been successful in transforming students' awareness into behaviour. The reflection of environmental awareness in daily habits is a strong indicator that the education has achieved its intended outcome.
In conclusion, this project has provided significant gains in both knowledge and attitude levels, developing students' environmental awareness. High participation rates, positive feedback, and strong indicators of behavioural change demonstrate that the project was pedagogically well-planned and effectively implemented. Continuing such projects will both deepen students' understanding of sustainability and contribute positively to school culture.
One of the main gains of the project is to increase students' knowledge about environmental issues. 88.3% of the students answered ‘Yes’ to the statement, ‘I learned new things about climate change, carbon footprint and greenhouse effect in this project.’ The remaining 11.7% stated that they had learned ‘a little.’ These percentages show that students have learned environmental concepts and that these concepts have found a place in their world. The fact that no student answered “No” or ‘I didn't learn anything’ demonstrates the effectiveness of the educational content.
The project not only provided information but also instilled an awareness of environmental protection in the students. 92.7% of the students who said, ‘In this project, I learned what I can do to protect our world,’ answered ‘Yes,’ while 7.3% answered ‘Somewhat.’ These answers show that the project led to behavioural changes that students can apply in their daily lives. Developing environmentally friendly habits at a young age will yield lasting and effective results in the long term.
The quality of the activities also played an important role in the project's success. 95.6% of students responded ‘Yes’ to the statement, ‘The games, drawings, experiments, and videos in the project were very enjoyable.’ The remaining 4.4% said they had ‘some’ fun. These results show that educational content supported by games and visual materials increases students' interest in learning. The fun learning model has once again proven to be an extremely effective method, especially for primary school students.
The project's impact on student behaviour is also quite evident. When asked, ‘After the project, did you start paying more attention to electricity, water, and waste issues?’, 92% responded “Yes” and 7.3% responded ‘Somewhat.’ Only 1 student (0.7%) stated that they had not experienced any change in this regard. These data reveal that the project has also been successful in transforming students' awareness into behaviour. The reflection of environmental awareness in daily habits is a strong indicator that the education has achieved its intended outcome.
In conclusion, this project has provided significant gains in both knowledge and attitude levels, developing students' environmental awareness. High participation rates, positive feedback, and strong indicators of behavioural change demonstrate that the project was pedagogically well-planned and effectively implemented. Continuing such projects will both deepen students' understanding of sustainability and contribute positively to school culture.
Disseminations
On 9 May eTwinning Day, we exhibited the activities of our project at the exhibition held in our province.
Kastamonu Provincial National Education Magazine
Our eTwinning Projects Magazine prepared by Kastamonu Provincial National Education. (Our project is on page 38)
Our Project Magazine
EcoKIDS - Mirela Mazilu
Teachers Opinions
Certificates
Certificates were awarded to students who successfully completed our projects by our School Principal Murat Şimşek.
