About the project
Our project; It is designed to raise awareness in our students about environmental pollution and its causes and to provide solutions for the future.
Our project; because our students are small in age; activities will be designed in their own language, but teachers will translate.
AIMS
1- To be able to comprehend the importance of natural environment.
2- To be able to comprehend the measures to be taken in the solution of environmental problems.
3- To be able to solve the environmental problems.
WORK PROCESS
Nature Protectors eTwinning Project Plan
February;
- Preparing video introducing class, school and country.
March:
Subject: Protection and reproduction of forests for prevention of soil loss.
- Informing students about soil and soil pollution (watching cartoons or films)
- What's polluting our soil?
What are the reasons for the destruction of forests? What are the causes of soil loss?
Students will be able to make a concept map with the information given by their teachers.
Subject: Water pollution and water saving
- Watching cartoons or videos related to water pollution and water saving.
- Preparation of concept map for students with reasons of water pollution and waste of water
- Students will be able to paint with solutions to these problems.
- Students design the slogan about World Water Day?
Carrying out a survey about slogans.
APRİL
Topic; Air pollution
- Watching cartoons or videos about the causes of air pollution.
- preparation of concept maps with air pollution.
_ Teachers will present 3 activities related to the subject. the activity will be determined with the survey. It will be held at the event.
- Students will be able to make a picture about the solutions of air pollution.
- Preparation of common video of all schools recording 4 lines of poetry (voice of children of their languages) or recording of each school related to air pollution.
MAY:
EXPECTED RESULTS
Thanks to our project; To understand the importance of natural environment for people and other living things to educate individuals who have made environmental protection a way of life.
Our project; It is designed to raise awareness in our students about environmental pollution and its causes and to provide solutions for the future.
Our project; because our students are small in age; activities will be designed in their own language, but teachers will translate.
AIMS
1- To be able to comprehend the importance of natural environment.
2- To be able to comprehend the measures to be taken in the solution of environmental problems.
3- To be able to solve the environmental problems.
WORK PROCESS
Nature Protectors eTwinning Project Plan
February;
- Preparing video introducing class, school and country.
- Project block design
- Designing a project logo for each partner.
- Determining the logo of the project with the logo design.
March:
Subject: Protection and reproduction of forests for prevention of soil loss.
- Informing students about soil and soil pollution (watching cartoons or films)
- What's polluting our soil?
What are the reasons for the destruction of forests? What are the causes of soil loss?
Students will be able to make a concept map with the information given by their teachers.
- _ Teachers will present 3 activities related to the subject. the activity will be determined with the survey. It will be held at the event.
-To test the subject.
- Students will be able to make a picture about their problems. Presenting pictures with video tool.
Subject: Water pollution and water saving
- Watching cartoons or videos related to water pollution and water saving.
- Preparation of concept map for students with reasons of water pollution and waste of water
- Students will be able to paint with solutions to these problems.
- Students design the slogan about World Water Day?
Carrying out a survey about slogans.
APRİL
Topic; Air pollution
- Watching cartoons or videos about the causes of air pollution.
- preparation of concept maps with air pollution.
_ Teachers will present 3 activities related to the subject. the activity will be determined with the survey. It will be held at the event.
- Students will be able to make a picture about the solutions of air pollution.
- Preparation of common video of all schools recording 4 lines of poetry (voice of children of their languages) or recording of each school related to air pollution.
MAY:
- Designing a hand brochure in each school's mother tongue in relation to our duties in environmental issues.
- Dissemination studies and creation of common products.
EXPECTED RESULTS
Thanks to our project; To understand the importance of natural environment for people and other living things to educate individuals who have made environmental protection a way of life.
Curriculum integration
ASSOCIATION OF PROJECT ACTIVITIES WITH CURRICULUM OBJECTIVES
February:
Design of project logos
Visual Arts Course
1.1.3. Reflects feelings and thoughts to visual art work (G.I.B.)
1.1.4.Visual art works from themes, themes, ideas, poems, stories
inspired builds (G.I.B.)
March: Topic -1: Conservation and reproduction of forests for soil loss prevention.
Life Science
HB.1.6.2. Observe the plants found in the vicinity.
HB.1.6.3. Care to protect the animals and plants located in the vicinity.
HB.1.6.4. Be sensitive to keeping nature and its environment clean.
Turkish Language Lesson
1.4. He/she can guess about the text he / she will listen from the visuals.
1.5. He predicts the development of events that pass when they listen/watch.
1.6. Tells the text he/she listens / listens to.
1.7. Determines the subject of what they listen to/watch.
1.8. He answers questions he listens to/follows.
4.5. Writes meaningful and formal sentences.
4.6. Writes words and sentences related to visual.Twenty five
4.7. Leaves appropriate spaces between letters, words and sentences.
4.8. Uses uppercase letters and punctuation appropriately.
4.9. Supports his writings with visual elements.
4.10. He reviews what he writes.
4: 41. He shares what he wrote.
4: 12. Makes writing exercises.
4: 13. Applies writing strategies.
Visual Arts Course
1.1.3. Reflects feelings and thoughts to visual art work (G.I.B.)
1.1.4.Visual art works from themes, themes, ideas, poems, stories
inspired builds (G.I.B.)
March: Subject 2- Water pollution and water saving
Life Science
HB.1.2.5. He uses the resources in the house efficiently.
It focuses on the efficient use of electricity, water and personal cleaning materials.
HB.1.6.4. Be sensitive to keeping nature and its environment clean.
Turkish Language Lesson
1.4. He/she can guess about the text he / she will listen from the visuals.
1.5. He predicts the development of events that pass when they listen/watch.
1.6. Tells the text he/she listens / listens to.
1.7. Determines the subject of what they listen to/watch.
1.8. He answers questions he listens to/follows.
4.5. Writes meaningful and formal sentences.
4.6. Writes words and sentences related to visual.Twenty five
4.7. Leaves appropriate spaces between letters, words and sentences.
4.8. Uses uppercase letters and punctuation appropriately.
4.9. Supports his writings with visual elements.
4.10. He reviews what he writes.
4: 41. He shares what he wrote.
4: 12. Makes writing exercises.
4: 13. Applies writing strategies.
Visual Arts Course
1.1.3. Reflects feelings and thoughts to visual art work (G.I.B.)
1.1.4.Visual art works from themes, themes, ideas, poems, stories
inspired builds (G.I.B.)
April: Air Pollution
Life Science
HB.1.6.4. Be sensitive to keeping nature and its environment clean.
The aim of this course is to provide students with the necessary knowledge and skills to understand the nature and the environment.
HB.1.6. Distinguishes recyclable substances.
It focuses on plastic, paper, battery, vegetable oil and glass
HB.1.6.4. Be sensitive to keeping nature and its environment clean.
Turkish Language Lesson
1.4. He/she can guess about the text he / she will listen from the visuals.
1.5. He predicts the development of events that pass when they listen/watch.
1.6. Tells the text he/she listens / listens to.
1.7. Determines the subject of what they listen to/watch.
1.8. He answers questions he listens to/follows.
4.5. Writes meaningful and formal sentences.
4.6. Writes words and sentences related to visual.Twenty five
4.7. Leaves appropriate spaces between letters, words and sentences.
4.8. Uses uppercase letters and punctuation appropriately.
4.9. Supports his writings with visual elements.
4.10. He reviews what he writes.
4: 41. He shares what he wrote.
4: 12. Makes writing exercises.
4: 13. Applies writing strategies.
Visual Arts Course
1.1.3. Reflects feelings and thoughts to visual art work (G.I.B.)
1.1.4.Visual art works from themes, themes, ideas, poems, stories
inspired builds (G.I.B.)
February:
Design of project logos
Visual Arts Course
1.1.3. Reflects feelings and thoughts to visual art work (G.I.B.)
1.1.4.Visual art works from themes, themes, ideas, poems, stories
inspired builds (G.I.B.)
March: Topic -1: Conservation and reproduction of forests for soil loss prevention.
Life Science
HB.1.6.2. Observe the plants found in the vicinity.
HB.1.6.3. Care to protect the animals and plants located in the vicinity.
HB.1.6.4. Be sensitive to keeping nature and its environment clean.
Turkish Language Lesson
1.4. He/she can guess about the text he / she will listen from the visuals.
1.5. He predicts the development of events that pass when they listen/watch.
1.6. Tells the text he/she listens / listens to.
1.7. Determines the subject of what they listen to/watch.
1.8. He answers questions he listens to/follows.
4.5. Writes meaningful and formal sentences.
4.6. Writes words and sentences related to visual.Twenty five
4.7. Leaves appropriate spaces between letters, words and sentences.
4.8. Uses uppercase letters and punctuation appropriately.
4.9. Supports his writings with visual elements.
4.10. He reviews what he writes.
4: 41. He shares what he wrote.
4: 12. Makes writing exercises.
4: 13. Applies writing strategies.
Visual Arts Course
1.1.3. Reflects feelings and thoughts to visual art work (G.I.B.)
1.1.4.Visual art works from themes, themes, ideas, poems, stories
inspired builds (G.I.B.)
March: Subject 2- Water pollution and water saving
Life Science
HB.1.2.5. He uses the resources in the house efficiently.
It focuses on the efficient use of electricity, water and personal cleaning materials.
HB.1.6.4. Be sensitive to keeping nature and its environment clean.
Turkish Language Lesson
1.4. He/she can guess about the text he / she will listen from the visuals.
1.5. He predicts the development of events that pass when they listen/watch.
1.6. Tells the text he/she listens / listens to.
1.7. Determines the subject of what they listen to/watch.
1.8. He answers questions he listens to/follows.
4.5. Writes meaningful and formal sentences.
4.6. Writes words and sentences related to visual.Twenty five
4.7. Leaves appropriate spaces between letters, words and sentences.
4.8. Uses uppercase letters and punctuation appropriately.
4.9. Supports his writings with visual elements.
4.10. He reviews what he writes.
4: 41. He shares what he wrote.
4: 12. Makes writing exercises.
4: 13. Applies writing strategies.
Visual Arts Course
1.1.3. Reflects feelings and thoughts to visual art work (G.I.B.)
1.1.4.Visual art works from themes, themes, ideas, poems, stories
inspired builds (G.I.B.)
April: Air Pollution
Life Science
HB.1.6.4. Be sensitive to keeping nature and its environment clean.
The aim of this course is to provide students with the necessary knowledge and skills to understand the nature and the environment.
HB.1.6. Distinguishes recyclable substances.
It focuses on plastic, paper, battery, vegetable oil and glass
HB.1.6.4. Be sensitive to keeping nature and its environment clean.
Turkish Language Lesson
1.4. He/she can guess about the text he / she will listen from the visuals.
1.5. He predicts the development of events that pass when they listen/watch.
1.6. Tells the text he/she listens / listens to.
1.7. Determines the subject of what they listen to/watch.
1.8. He answers questions he listens to/follows.
4.5. Writes meaningful and formal sentences.
4.6. Writes words and sentences related to visual.Twenty five
4.7. Leaves appropriate spaces between letters, words and sentences.
4.8. Uses uppercase letters and punctuation appropriately.
4.9. Supports his writings with visual elements.
4.10. He reviews what he writes.
4: 41. He shares what he wrote.
4: 12. Makes writing exercises.
4: 13. Applies writing strategies.
Visual Arts Course
1.1.3. Reflects feelings and thoughts to visual art work (G.I.B.)
1.1.4.Visual art works from themes, themes, ideas, poems, stories
inspired builds (G.I.B.)
February;
- Preparing video introducing class, school and country.
- Preparing video introducing class, school and country.
- Project block design
- Designing a project logo for each partner.
- Determining the logo of the project with the logo design.
Our First Webinar
On Wednesday, February 6, 2019, webinar of the Nature Protectors eTwinning Project event, the project partners and teachers participating in the project with a live connection on the eTwinning portal attended the meeting webinar. From Turkey Kastamonu Erkan Kendirci İlkokulu Primary teacher Zeynep Öztoprak, from Turkey Konya Şükriye Onsun İlkokulu primary teacher Sebahat Doğan, from Italy Lucera (FG) ICS "Bozzini - Fasani" school teacher Maria Elena Tozzi, from Slovakia Ružombook Sockromán Základná škola school teacher Dtyk Dušana Bucchtová,from Romania Suceava Scaola Gimnaziala Nr.Teacher Mirela-Florentina Mazilu from 4 Schools attended.
Designing a project logo for each partner.
Students of Şehit Erkan Kendirci İlkokulu's working
Our Logo of Design
We choosed our logo
March
March:
Subject: Protection and reproduction of forests for prevention of soil pollution.
- Informing students about soil and soil pollution (watching cartoons or films)
- What's polluting our soil?
What are the reasons for the destruction of forests? What are the causes of soil pollution?
Students will be able to make a concept map with the information given by their teachers.
Subject: Protection and reproduction of forests for prevention of soil pollution.
- Informing students about soil and soil pollution (watching cartoons or films)
- What's polluting our soil?
What are the reasons for the destruction of forests? What are the causes of soil pollution?
Students will be able to make a concept map with the information given by their teachers.
- _ Teachers will present 3 activities related to the subject. the activity will be determined with the survey. It will be held at the event.
-To test the subject.
- Students will be able to make a picture about their problems. Presenting pictures with video tool.
We watched videos about Soil Pollution
We watched video about soil pollution on Eba
My Students made consept map about soil pollution on coogle
My students chose their event on plickers
Turkish Students and French students collobration
Şehit Erkan Kendirci İlkokulu's students designed a story about the Protect forest and Soil Pollution r story with the students of Chatonnay Ecole Le Bourg School from France between 15 - 20 March 2019 within the scope of the Nature Protectors eTwinning project.
Our Flower Planting Activity
Our Common Product of Story Book
As a joint product with the project partners, using STORYJUMPER web2.0 tool, a story completion study will be conducted on 'Forest and Tree'.
MARCH
Subject: Water pollution and water saving
- Watching cartoons or videos related to water pollution and water saving.
- Preparation of concept map for students with reasons of water pollution and waste of water
- Students will be able to paint with solutions to these problems.
- Students design the slogan about World Water Day?
Subject: Water pollution and water saving
- Watching cartoons or videos related to water pollution and water saving.
- Preparation of concept map for students with reasons of water pollution and waste of water
- Students will be able to paint with solutions to these problems.
- Students design the slogan about World Water Day?
We watched videos about Water Pollution
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We watched videos about Water- saving
My students made consept map about ''Water Pollution'' ''Water -Saving''on coogle
MY STUDENTS CREATED SOLUTİON OF WATER POLLUTİON
Our Common Product Slogans of World Water Day
April
Topic; Air pollution
- Watching cartoons or videos about the causes of air pollution.
- preparation of concept maps with air pollution.
- Students will be able to make a picture about the solutions of air pollution.
- Preparation of common video of all schools recording 4 lines of poetry (voice of children of their languages) or recording of each school related to air pollution.
My students watched this videos about air pollution
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My students prepared consept map about air pollution
We created part of poem about air pollution
Our Common Product-3 Air Pollution
My students' prevent air pollutions designs
From Turkey Students of Şehit Erkan Kendirci İlkokulu created air pollution prevention inventions
Our Common Product-3
Poem about air pollution
Dissemination and Evaluation
MAY:
- Designing a hand brochure in each school's mother tongue in relation to our duties in environmental issues.
- Students' opinions about the project for video evaluation of the project on mother language but teeacher translate under line
- Teachers' opinions about the project for video evaluation of the project on mother language or English
- Dissemination studies and creation of common products.
Düzenlemek için buraya tıklayın.
On May 7, 2017, Şehir Erkan Kendirci Elementary School students distributed leaflets designed for 'Environmental Pollution' for the 'Nature Protectors eTwinning Project'.
Our Exhibition
Şehit Erkan Kendirci Elementary School On May 9, 2019, for the Nature Protectors eTwinning Project, 1-C class students exhibited their work during the project process under the guidance of their teacher Zeynep Öztoprak.Şehit Erkan Kendirci Elementary School On May 9, 2019, for the Nature Protectors eTwinning Project, 1-C class students exhibited their work during the project process under the guidance of their teacher Zeynep Öztoprak.
My students about eTwinning
The parents reviewed the Nature Protectors eTwinning Project.
Şehit Erkan Kendirci Primary School 1-C class parents attended the evaluation activity of the project Nature Protectors eTwinning Project Nature on 13 May 2019 Monday
Our Certificates
Our Final Webinar
Teacher Opinions
Students Opinions
Our Certificate
Şehit Erkan Kendirci Primary School 1-C grade students examined the pages of the project for the "nature preservers eTwinning project" between May 30 - June 5, 2019. The students participated in the evaluation of the project.
Our project' common product; Our abstract.
Our Magazine
Open publication - Free publishing
Our project was published in the Ar-Ge Bulletin of the Provincial Directorate of National Education
