About Project
In today's world, environmental issues have become a reality that affects not only adults but also children's daily lives. Problems such as plastic waste, energy consumption, and the decline of green spaces can be directly observed in the neighborhoods where children live. At this point, it is critically important for students to experience the environment not only as a subject in class but as part of their own lives.
Our project aims not only to increase children's environmental awareness but also to give them the opportunity to become solution-oriented individuals. To this end, students will use their observation and expression skills to identify environmental problems; they will participate in scientific thinking and STEM-based production processes through recycling and energy activities; and they will experience social decision-making processes through democratic voting.
Project Aim
This project is designed to develop environmental literacy among students aged 9–10 and to foster problem-solving, creative thinking, and digital skills in STEM-based learning environments. Children will observe and articulate issues in their own communities while developing a sense of social responsibility by generating sustainable solutions.
Objectives
To foster environmental awareness and a sense of responsibility in children by relating environmental issues to daily life.
To strengthen critical thinking, creativity, and collaboration skills through STEM activities (Bybee, 2013).
To enhance numeracy through mathematical calculations and data visualization.
Ensure children use digital tools and artificial intelligence in a conscious, creative, and critical manner (OECD, 2021).
Provide experience in democratic participation processes and develop students' active citizenship skills (Dewey, 1916; Kerr, 2009).
In today's world, environmental issues have become a reality that affects not only adults but also children's daily lives. Problems such as plastic waste, energy consumption, and the decline of green spaces can be directly observed in the neighborhoods where children live. At this point, it is critically important for students to experience the environment not only as a subject in class but as part of their own lives.
Our project aims not only to increase children's environmental awareness but also to give them the opportunity to become solution-oriented individuals. To this end, students will use their observation and expression skills to identify environmental problems; they will participate in scientific thinking and STEM-based production processes through recycling and energy activities; and they will experience social decision-making processes through democratic voting.
Project Aim
This project is designed to develop environmental literacy among students aged 9–10 and to foster problem-solving, creative thinking, and digital skills in STEM-based learning environments. Children will observe and articulate issues in their own communities while developing a sense of social responsibility by generating sustainable solutions.
Objectives
To foster environmental awareness and a sense of responsibility in children by relating environmental issues to daily life.
To strengthen critical thinking, creativity, and collaboration skills through STEM activities (Bybee, 2013).
To enhance numeracy through mathematical calculations and data visualization.
Ensure children use digital tools and artificial intelligence in a conscious, creative, and critical manner (OECD, 2021).
Provide experience in democratic participation processes and develop students' active citizenship skills (Dewey, 1916; Kerr, 2009).
Curriculum Integrations
Who We Are?
Presentation of the project
Parents Permissions
Our Pre-project Survey Working
Parents Survey
Parents of the 4-F class at Şehit Erkan Kendirci Primary School participated in the pre-project survey for the Green Minds Bright Futures eTwinning Project between October 11-15, 2025. The survey was prepared and administered using Google Docs. Parents expressed their views prior to the project.
Students Survey
Students 4-F class at Şehit Erkan Kendirci İlkokulu participated in the pre-project survey for the Green Minds Bright Futures eTwinning Project between October 11-15, 2025. The survey was prepared and administered using Google Docs. Students expressed their views prior to the project.
Project Logo Works
Class Logo Studies
Students from the 4th Grade Class at Şehit Erkan Kendirci Primary School participated in the logo activity for our class as part of the Green Mind, Future eTwinning Project between October 14-16, 2025. The students designed logos for our project. They then voted on the logos designed to select the ones that would represent our class. As a result of the vote, the logo designed by Nehir Ç. was chosen as the winner.
Our Project Logo Results
A vote was held to select the logo for our project from the best logos submitted by all schools. 276 students from 8 countries took part in the vote. As a result of the vote, Poland's logo was selected as the project logo.
A vote was held to select the logo for our project from the best logos submitted by all schools. 276 students from 8 countries took part in the vote. As a result of the vote, Poland's logo was selected as the project logo.
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“Neighborhood Detectives”
Literacy + Environment–STEM (November- December)
1. Students photograph or draw an environmental issue they notice in their neighborhood (waste, water waste, lack of green space, air pollution). Each student writes a news article about the environmental issue they found. It is displayed on the school bulletin board.
Between 13 and 17 November 2025, pupils at Şehit Erkan Kendirci İlkokulu observed environmental pollution in their local area and designed news reports as part of the Green Minds, Bright Futures eTwinning Project. They presented their news reports to their classmates in class. The pupils then displayed their news reports on the school noticeboard
1. Students photograph or draw an environmental issue they notice in their neighborhood (waste, water waste, lack of green space, air pollution). Each student writes a news article about the environmental issue they found. It is displayed on the school bulletin board.
Between 13 and 17 November 2025, pupils at Şehit Erkan Kendirci İlkokulu observed environmental pollution in their local area and designed news reports as part of the Green Minds, Bright Futures eTwinning Project. They presented their news reports to their classmates in class. The pupils then displayed their news reports on the school noticeboard
Each student writes a story about the environmental problem they observed and its solution. They design an image using artificial intelligence (such as ChatGPT) that fits their story. These are displayed on the school bulletin board.
Common Product: Environmental Story
Students at Şehit Erkan Kendirci Primary School wrote their own sections for a joint storybook on environmental pollution for the Green Minds Bright Futures eTwinning Project between 11 and 12 November 2025. They designed pictures for their stories using an AI application.
Environmental Story Book
Book of pollution stories - Dušana Buchtova
Environmental News and Stories Post-Event – Student Evaluation Survey
Students at Şehit Erkan Kendirci İlkokulu evaluated the Environmental News and Stories activities between 28 and 31 December 2025 as part of the Green Minds, Bright Futures eTwinning Project. They expressed their opinions by answering questions specified in a Google form.
''Waste Scoring Game''
Recycling Mathematics ( January- February)
1. Students watch animations related to recycling.
2. Students are divided into groups. Each group researches a recyclable material. Students give presentations to their classmates.
3. Students collect recyclable waste at home for one week (plastic, glass, paper, metal).
Each material is assigned a “point value” (e.g., plastic = 2 points, paper = 1 point, glass = 3 points, metal = 4 points).
Students calculate the points for the waste they collect each week.
Each class selects the student who collected the most waste.
1. Students watch animations related to recycling.
2. Students are divided into groups. Each group researches a recyclable material. Students give presentations to their classmates.
3. Students collect recyclable waste at home for one week (plastic, glass, paper, metal).
Each material is assigned a “point value” (e.g., plastic = 2 points, paper = 1 point, glass = 3 points, metal = 4 points).
Students calculate the points for the waste they collect each week.
Each class selects the student who collected the most waste.
Students from Şehit Erkan Kendirci İlkokulu participated in the “Waste Scoring Game” activity as part of the Green Minds, Bright Futures eTwinning Project between 12 and 16 January 2026. The pupils watched videos about recycling. They collected recyclable waste generated at home over the course of a week. The pupils sorted the waste they had collected and filled in the chart. They presented these charts in class.
Common Product:
Create a video with suggestions for reducing waste while shopping.
Create a video with suggestions for reducing waste while shopping.
Waste Scoring Game Post-Event – Student Evaluation Survey
Students at Şehit Erkan Kendirci İlkokulu evaluated the Waste Scoring Game activities between 15 -18 March 2026 as part of the Green Minds, Bright Futures eTwinning Project. They expressed their opinions by answering questions specified in a Google form.
“Electricity Hunters”
Science (Electricity) + STEM (March- April -May)
1. Students understand how electricity is generated by setting up a simple circuit (battery + bulb + switch). They will use the https://dcaclab.com/tr/lab programme for this.
2. The teacher defines renewable energy sources (wind, solar, geothermal). They show examples of their use.
3. Groups design prototypes related to the production of these energy sources. They draw their designs on a piece of paper laid flat and discover how environmentally friendly energy can be produced.
1. Students understand how electricity is generated by setting up a simple circuit (battery + bulb + switch). They will use the https://dcaclab.com/tr/lab programme for this.
2. The teacher defines renewable energy sources (wind, solar, geothermal). They show examples of their use.
3. Groups design prototypes related to the production of these energy sources. They draw their designs on a piece of paper laid flat and discover how environmentally friendly energy can be produced.
Pupils at Şehit Erkan Kendirci Primary School; between 11 and 13 March 2026, as part of the Green Minds Bright Futures eTwinning Project,
learned how electricity is generated by setting up a simple circuit (battery + bulb + switch). To do this, they used the ‘https://dcaclab.com/tr/lab’ programme. The pupils identified renewable energy sources (wind, solar, geothermal). They created prototype drawings illustrating the use of these sources.
learned how electricity is generated by setting up a simple circuit (battery + bulb + switch). To do this, they used the ‘https://dcaclab.com/tr/lab’ programme. The pupils identified renewable energy sources (wind, solar, geothermal). They created prototype drawings illustrating the use of these sources.
Pupils at Şehit Erkan Kendirci Primary School were divided into groups for the Green Minds Bright Futures eTwinning Project between 11 and 13 March 2026. Each group built structures that utilised a renewable energy source. They designed how the energy would be supplied to these structures.
Common Product “Worldwide Environmentally Friendly Energy Village.”
For the joint project on sustainable cities, the team from Şehit Erkan Kendirci Elementary School designed a school building that uses geothermal energy.
Common Product “Worldwide Environmentally Friendly Energy Village.”
Electricity Hunters – Student Evaluation Survey
Students at Şehit Erkan Kendirci İlkokulu evaluated theElectricity Hunters activities between 25 -88 May 2026 as part of the Green Minds, Bright Futures eTwinning Project. They expressed their opinions by answering questions specified in a Google form.
End Of Project Survey
Parents Survey
Parents of the 4-F class at Şehit Erkan Kendirci Primary School participated in the end of project survey for the Green Minds Bright Futures eTwinning Project between May 01-05-2025. The survey was prepared and administered using Google Docs. Parents expressed their views prior to the project.
Students Survey
Parents of the 4-F class at Şehit Erkan Kendirci Primary School participated in the end of project survey for the Green Minds Bright Futures eTwinning Project between May 01-05, 2025. The survey was prepared and administered using Google Docs. Parents expressed their views prior to the project.
Our Certificates
Dissemination
We participated in the eTwinning Project Exhibition organized by the Kastamonu Provincial Directorate of National Education.
I presented our eTwinning project to Mr. Mustafa Canlı, our General Director of Innovation, Education, and Technologies, and Mr. Hasan Gümüş, our Provincial Director of National Education. I presented our project to the team from Slovenia at our exhibition.
I presented our eTwinning project to Mr. Mustafa Canlı, our General Director of Innovation, Education, and Technologies, and Mr. Hasan Gümüş, our Provincial Director of National Education. I presented our project to the team from Slovenia at our exhibition.
eTwinning Kastamonu e-Magazine
The eTwinning Kastamonu e-Magazine has been published with the aim of increasing the visibility of eTwinning activities carried out under the coordination of the Kastamonu Provincial Directorate of National Education and ensuring that project outcomes reach a wider audience.
The e-Magazine features examples of eTwinning projects carried out in our province, the work of our teachers and students, best practices emerging from the project processes, and the achievements attained.
Through eTwinning projects, our teachers share knowledge and experiences with colleagues in different countries, while our students have the opportunity to develop 21st-century skills such as collaboration, communication, creativity, and digital literacy. The e-magazine aims to contribute to the sharing of these efforts and the dissemination of successful practices
The e-Magazine features examples of eTwinning projects carried out in our province, the work of our teachers and students, best practices emerging from the project processes, and the achievements attained.
Through eTwinning projects, our teachers share knowledge and experiences with colleagues in different countries, while our students have the opportunity to develop 21st-century skills such as collaboration, communication, creativity, and digital literacy. The e-magazine aims to contribute to the sharing of these efforts and the dissemination of successful practices
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Our Project Abstract:
Our Project Magazine
Green MIND BrIGHT FUTURES eTwınnıng project - ZEYNEP ÖZTOPRAK
