Sustainble Cities With STEM eTwinning Project
We are aware that the world is burdened with more environmental, economic and social problems than it can bear. The crisis is happening much faster than we feared. However, our hands are not tied in the face of this emergency, moreover, we even have a concrete roadmap; we have a universal ‘assignment’ that we aim to complete by 2030. In the light of these assignments; Our students will design the sustainable cities of the future with STEM solutions.
Aims
1- Students will learn about Sustainable Development Goals.
2- Students will conduct research on sustainable cities. He will talk with experts in his field.
3- Students will design sections of sustainable cities in groups. They will apply STEM steps in their designs.
4- Students will discover sustainable living. They will transfer this lifestyle to their own life.
Project Plan
January:
Self-promotion of partner schools.
Online meetings of teachers about project plans
Completion of pre-project surveys
Design and selection of project logos
February-March:
Creation of mixed country teams.
Students will recognize the Sustainable Development goalsThey will determine the characteristics of sustainable cities.
April - May:
1. Classes can take 1 guest related to the topic ‘Sustainable Cities’ first in City design. (Such as environmental engineer, civil engineer, urban planning specialist, Environmental Specialist)
2. Each class will design its cities according to the rules we have determined jointly.
* Students in the class will be divided into groups.
* Each group will receive a building. (Home, School, Park, Hospital, Market, ....)
* Groups will first draw about the characteristics of their buildings.
June:
End of project surveys
Designing the project abstract
Completion of the project magazine
Project closure
Aims
1- Students will learn about Sustainable Development Goals.
2- Students will conduct research on sustainable cities. He will talk with experts in his field.
3- Students will design sections of sustainable cities in groups. They will apply STEM steps in their designs.
4- Students will discover sustainable living. They will transfer this lifestyle to their own life.
Project Plan
January:
Self-promotion of partner schools.
Online meetings of teachers about project plans
Completion of pre-project surveys
Design and selection of project logos
February-March:
Creation of mixed country teams.
Students will recognize the Sustainable Development goalsThey will determine the characteristics of sustainable cities.
April - May:
1. Classes can take 1 guest related to the topic ‘Sustainable Cities’ first in City design. (Such as environmental engineer, civil engineer, urban planning specialist, Environmental Specialist)
2. Each class will design its cities according to the rules we have determined jointly.
* Students in the class will be divided into groups.
* Each group will receive a building. (Home, School, Park, Hospital, Market, ....)
* Groups will first draw about the characteristics of their buildings.
June:
End of project surveys
Designing the project abstract
Completion of the project magazine
Project closure
Curriculum Entegration
Sustainable Cities With STEM eTwinning Project Curriculum Integration
JANUARY: Introductions, Logo design, Pre-project survey
1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions, feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as education and training, workplace, home and entertainment.
4) Digital competence: Covers the safe and critical use of information communication technologies for work, daily life and communication. This competence is supported by access to information and the use of computers for the evaluation, storage, production, presentation and exchange of information, as well as basic skills such as participation in public networks and communication via the Internet.
Turkish Lesson
T.1.3.6. He reads with attention to punctuation marks.
T.1.3.12. Applies reading strategies.
T.1.3.13. Answers questions about visuals.
T.1.3.19. Comprehends the meanings of shapes, symbols and signs.
T.1.2.4. Implements speech strategies.
T.1.4.5. He writes meaningful and canonical sentences.
T.1.4.8. He uses capital letters and punctuation marks appropriately.
T.1.4.9. He supports his writings with visual elements.
T.1.4.10. He reviews what he writes.
Visual Arts
G.1.1.1. It refers to the application steps when creating visual art works.
G.1.1.3. He reflects his feelings and thoughts to the study of visual art.
G.1.1.10. He uses art elements when creating his visual art work.
FEBRUARY - MARCH: Sustainable Development Goals - Characteristics of sustainable cities.
1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions, feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as education and training, workplace, home and entertainment.
4) Digital competence: Covers the safe and critical use of information communication technologies for work, daily life and communication. This competence is supported by access to information and the use of computers for the evaluation, storage, production, presentation and exchange of information, as well as basic skills such as participation in public networks and communication via the Internet.
5) Learning to learn: It is the competence of an individual to pursue learning and insist on it so that he can organize his own learning action individually or in a group, including effective time and information management. This competence includes the individual's awareness of learning needs and processes by recognizing the existing opportunities and the ability to cope with difficulties for a successful learning action. Gaining new knowledge and skills means seeking and benefiting from guidance support as well as processing and adapting it to oneself. Learning to learn activates learners in the direction of relying on previous learning and life experiences for the use and application of knowledge and skills in various contexts, such as home, workplace, educational and training environment.
7) Taking initiative and entrepreneurship: Refers to the ability of an individual to turn their thoughts into action. In addition to creativity, innovation and risk-taking, it also includes the ability to plan and manage projects in order to achieve goals.
Hayat Bilgisi
HB.1.2.5. It uses resources at home efficiently.
HB.1.6.5. Distinguishes the substances that can be recycled.
HB.1.6.7. He researches the seasons and their characteristics.
HB.1.6.8. Comprehends the changes that occur in nature according to the seasons.
Turkish
T.1.3.6. He reads with attention to punctuation marks.
T.1.3.12. Applies reading strategies.
T.1.3.13. Answers questions about visuals.
T.1.3.19. Comprehends the meanings of shapes, symbols and signs.
T.1.2.4. Implements speech strategies.
T.1.4.5. He writes meaningful and canonical sentences.
T.1.4.8. He uses capital letters and punctuation marks appropriately.
T.1.4.9. He supports his writings with visual elements.
T.1.4.10. He reviews what he writes.
APRİL - MAY: Design sustainable city- Building sustainable city
1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions, feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as education and training, workplace, home and entertainment.
5) Learning to learn: It is the competence of an individual to pursue learning and insist on it so that he can organize his own learning action individually or in a group, including effective time and information management. This competence includes the individual's awareness of learning needs and processes by recognizing the existing opportunities and the ability to cope with difficulties for a successful learning action. Gaining new knowledge and skills means seeking and benefiting from guidance support as well as processing and adapting it to oneself. Learning to learn activates learners in the direction of relying on previous learning and life experiences for the use and application of knowledge and skills in various contexts, such as home, workplace, educational and training environment.
7) Taking initiative and entrepreneurship: Refers to the ability of an individual to turn their thoughts into action. In addition to creativity, innovation and risk-taking, it also includes the ability to plan and manage projects in order to achieve goals.
Turkish
T.1.3.6. He reads with attention to punctuation marks.
T.1.3.12. Applies reading strategies.
T.1.3.13. Answers questions about visuals.
T.1.3.19. Comprehends the meanings of shapes, symbols and signs.
T.1.2.4. Implements speech strategies.
T.1.4.5. He writes meaningful and canonical sentences.
T.1.4.8. He uses capital letters and punctuation marks appropriately.
T.1.4.9. He supports his writings with visual elements.
T.1.4.10. He reviews what he writes.
Visual Arts
G.1.1.1. It refers to the application steps when creating visual art works.
G.1.1.3. He reflects his feelings and thoughts to the study of visual art.
G.1.1.5. Organizes shapes on a two-dimensional surface.
G.1.1.9. Creates three-dimensional work.
G.1.1.10. He uses art elements when creating his visual art work.
MAY : End-of-project products, End-of-project evaluations
1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions, feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as education and training, workplace, home and entertainment.
4) Digital competence: Covers the safe and critical use of information communication technologies for work, daily life and communication. This competence is supported by access to information and the use of computers for the evaluation, storage, production, presentation and exchange of information, as well as basic skills such as participation in public networks and communication via the Internet.
Turkish
T.1.3.6. He reads with attention to punctuation marks.
T.1.3.12. Applies reading strategies.
T.1.3.13. Answers questions about visuals.
T.1.3.19. Comprehends the meanings of shapes, symbols and signs.
T.1.2.4. Implements speech strategies.
T.1.4.5. He writes meaningful and canonical sentences.
T.1.4.8. He uses capital letters and punctuation marks appropriately.
T.1.4.9. He supports his writings with visual elements.
T.1.4.10. He reviews what he writes.
JANUARY: Introductions, Logo design, Pre-project survey
1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions, feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as education and training, workplace, home and entertainment.
4) Digital competence: Covers the safe and critical use of information communication technologies for work, daily life and communication. This competence is supported by access to information and the use of computers for the evaluation, storage, production, presentation and exchange of information, as well as basic skills such as participation in public networks and communication via the Internet.
Turkish Lesson
T.1.3.6. He reads with attention to punctuation marks.
T.1.3.12. Applies reading strategies.
T.1.3.13. Answers questions about visuals.
T.1.3.19. Comprehends the meanings of shapes, symbols and signs.
T.1.2.4. Implements speech strategies.
T.1.4.5. He writes meaningful and canonical sentences.
T.1.4.8. He uses capital letters and punctuation marks appropriately.
T.1.4.9. He supports his writings with visual elements.
T.1.4.10. He reviews what he writes.
Visual Arts
G.1.1.1. It refers to the application steps when creating visual art works.
G.1.1.3. He reflects his feelings and thoughts to the study of visual art.
G.1.1.10. He uses art elements when creating his visual art work.
FEBRUARY - MARCH: Sustainable Development Goals - Characteristics of sustainable cities.
1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions, feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as education and training, workplace, home and entertainment.
4) Digital competence: Covers the safe and critical use of information communication technologies for work, daily life and communication. This competence is supported by access to information and the use of computers for the evaluation, storage, production, presentation and exchange of information, as well as basic skills such as participation in public networks and communication via the Internet.
5) Learning to learn: It is the competence of an individual to pursue learning and insist on it so that he can organize his own learning action individually or in a group, including effective time and information management. This competence includes the individual's awareness of learning needs and processes by recognizing the existing opportunities and the ability to cope with difficulties for a successful learning action. Gaining new knowledge and skills means seeking and benefiting from guidance support as well as processing and adapting it to oneself. Learning to learn activates learners in the direction of relying on previous learning and life experiences for the use and application of knowledge and skills in various contexts, such as home, workplace, educational and training environment.
7) Taking initiative and entrepreneurship: Refers to the ability of an individual to turn their thoughts into action. In addition to creativity, innovation and risk-taking, it also includes the ability to plan and manage projects in order to achieve goals.
Hayat Bilgisi
HB.1.2.5. It uses resources at home efficiently.
HB.1.6.5. Distinguishes the substances that can be recycled.
HB.1.6.7. He researches the seasons and their characteristics.
HB.1.6.8. Comprehends the changes that occur in nature according to the seasons.
Turkish
T.1.3.6. He reads with attention to punctuation marks.
T.1.3.12. Applies reading strategies.
T.1.3.13. Answers questions about visuals.
T.1.3.19. Comprehends the meanings of shapes, symbols and signs.
T.1.2.4. Implements speech strategies.
T.1.4.5. He writes meaningful and canonical sentences.
T.1.4.8. He uses capital letters and punctuation marks appropriately.
T.1.4.9. He supports his writings with visual elements.
T.1.4.10. He reviews what he writes.
APRİL - MAY: Design sustainable city- Building sustainable city
1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions, feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as education and training, workplace, home and entertainment.
5) Learning to learn: It is the competence of an individual to pursue learning and insist on it so that he can organize his own learning action individually or in a group, including effective time and information management. This competence includes the individual's awareness of learning needs and processes by recognizing the existing opportunities and the ability to cope with difficulties for a successful learning action. Gaining new knowledge and skills means seeking and benefiting from guidance support as well as processing and adapting it to oneself. Learning to learn activates learners in the direction of relying on previous learning and life experiences for the use and application of knowledge and skills in various contexts, such as home, workplace, educational and training environment.
7) Taking initiative and entrepreneurship: Refers to the ability of an individual to turn their thoughts into action. In addition to creativity, innovation and risk-taking, it also includes the ability to plan and manage projects in order to achieve goals.
Turkish
T.1.3.6. He reads with attention to punctuation marks.
T.1.3.12. Applies reading strategies.
T.1.3.13. Answers questions about visuals.
T.1.3.19. Comprehends the meanings of shapes, symbols and signs.
T.1.2.4. Implements speech strategies.
T.1.4.5. He writes meaningful and canonical sentences.
T.1.4.8. He uses capital letters and punctuation marks appropriately.
T.1.4.9. He supports his writings with visual elements.
T.1.4.10. He reviews what he writes.
Visual Arts
G.1.1.1. It refers to the application steps when creating visual art works.
G.1.1.3. He reflects his feelings and thoughts to the study of visual art.
G.1.1.5. Organizes shapes on a two-dimensional surface.
G.1.1.9. Creates three-dimensional work.
G.1.1.10. He uses art elements when creating his visual art work.
MAY : End-of-project products, End-of-project evaluations
1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions, feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as education and training, workplace, home and entertainment.
4) Digital competence: Covers the safe and critical use of information communication technologies for work, daily life and communication. This competence is supported by access to information and the use of computers for the evaluation, storage, production, presentation and exchange of information, as well as basic skills such as participation in public networks and communication via the Internet.
Turkish
T.1.3.6. He reads with attention to punctuation marks.
T.1.3.12. Applies reading strategies.
T.1.3.13. Answers questions about visuals.
T.1.3.19. Comprehends the meanings of shapes, symbols and signs.
T.1.2.4. Implements speech strategies.
T.1.4.5. He writes meaningful and canonical sentences.
T.1.4.8. He uses capital letters and punctuation marks appropriately.
T.1.4.9. He supports his writings with visual elements.
T.1.4.10. He reviews what he writes.
First Teacher Webinar
Teachers of the Sustainable Cities With STEM eTwinning Project attended the project's introduction and planning webinar on 11 January 2023. Teachers participating in the project determined their activities according to the opportunities in their schools.
Parent Permission
Pre-project Surveys
Pre-project Students Survey
Şehit Erkan Kendirci İlkokulu 1-F grade students participated in the pre-project student survey activities of Sustainble Cities With STEM eTwinning Project between January 04-05, 2023. The questionnaire was prepared and applied with the Google doc program. With the questionnaire; before the project, the opinions of all students participating in the project were taken on the subject.
Pre-project Parents Survey
Parents of 1-F grade students of Şehit Erkan Kendirci İlkokulu participated in the pre-project parent survey activities of Sustainble Cities With STEM eTwinning Project between January 02-03, 2023. The questionnaire was prepared and applied with the Google doc program. With the questionnaire; before the project, the opinions of all the parents participating in the project were taken on the subject.
Logo Works
Students of Şehit Erkan Kendirici Primary School participated in the logo activities of our project on January 16-17, 2023.
Our school best logo
Şehit Erkan Kendirci İlkokulu Students voted all logos on 28th February 2023.
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Project Logo Survey Results
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Sustainable Development Goals Activities
Şehit Erkan Kendirci İlkokulu 1st-F grade students participated in the Sustainable Development Goals activity as part of the 'Sustainable Cities With STEM' eTwinning Project activities between March 06-10, 2023. The students watched animations about the SDGs. They talked about the SDG. Students wrote articles about the goals set. They made pictures. We have prepared our school board.
Common Product-1: SDG
Characteristics of Sustainable Cities
Şehit Erkan Kendirci Primary School 1-F class students participated in the activities designed within the scope of 'Sustainable Cities With STEM' eTwinning Project activities between 7-8 April 2023. Students prepared a concept map on the features of sustainable cities in the Coogle tool.
Design Sustainable Cities
Expert Invitation
Within the scope of the Sustainable Cities With STEM eTwinning Project activities on April 10, 2023, an expert was invited to the 1st-fth grade of Şehit Erkan Kendirci İlkokulu. Member of Kastamonu University Sustainability Campus Dr Gökhan KAYA, made a presentation to the students about sustainable cities.
Design Sustainable City
Şehit Erkan Kendirci İlkokulu 1-F class students , between April 12-14, 2023 within the scope of the Sustainable Cities With STEM eTwinning Project activities; students drew the designs of their buildings.
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Common Product-3: Cities Rules
Şehit Erkan Kendirci Elementary School 1st-F grade students participated in the city rules setting event on April 25, 2023 within the scope of Sustainable Cities With STEM eTwinning Project activities. ; Students set rules for the city they designed.
Common Product: Sustainable City Design
Common Product Work
Şehit Erkan Kendirci Elementary School 1st grade students designed the market section of the sustainable city design, a joint product of the project, as part of the Sustainable Cities With STEM eTwinning Project activities on April 14, 2023.
Building Sustainable Cities
Şehit Erkan Kendirci İlkokulu 1st-F grade students participated in the city design activity within the scope of Sustainable Cities With STEM eTwinning Project activities between 4th-5th May 2023. ; Students have designed sustainable city buildings with lego blogs.
Common Product :
End of Project Surveys & Results
Students Survey Work
Students of 1st-F Grade of Sehit Erkan Kendirci Primary School participated in the end-of-project surveys within the scope of Sustainable Cities With STEM eTwinning Project activities between May 24-25, 2023. The students evaluated the project activities.
Parents Survey
Parents of 1st-F Grade of Sehit Erkan Kendirci Primary School participated in the end-of-project surveys within the scope of Sustainable Cities With STEM eTwinning Project activities between May 28-29, 2023. The parents evaluated the project activities
Disseminations
Project Magazine
Kastamonu Exhibitions
We introduced our Earth Rangers eTwinning Project at the project exhibition organized by Kastamonu Provincial Directorate of National Education on May 9, 2023.
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Teachers Opinions
Certificates
