Our project was published in the AR-GE Bulletin of the Kastamonu Provincial Directorate of National Education
10 Temmuz 2019 Çarşamba
1 Temmuz 2019 Pazartesi
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.
Şükriye Onsun Elementary School students shared the brochures they prepared about 'Environmental Problems and Solution Suggestions' by sharing them with school staff and their families to raise awareness about environmental problems.
We have prepared a panel that introduces our project works and we have provided information to other students in the school.
Project Evaluation Event.
19 Haziran 2019 Çarşamba
ASSOCIATION OF PROJECT ACTIVITIES WITH CURRICULUM OBJECTIVES
SEBAHAT DOĞAN-ŞÜKRİYE ONSUN
İLKOKULU-TURKEY
Grade 4
SCIENCE
F.4.6.1.1.
It takes care to be efficient in the use of resources.
SUBJECT: Solutions for water saving
F.4.6.1.2.
Realizes the importance of resources and recycling for life.
SUBJECT: Solutions for soil and water
pollution
SOCIAL STUDIES
SB.4.5.5.
Uses resources around without wasting
SB.4.4.5. It
uses technological products without harming itself, others and nature.
B.4.4.4.
Based on the needs around, develops ideas for designing unique products.
SUBJECT: Solutions for water saving
SUBJECT: SUBJECT: Solutions for soil,
air and water pollution
VISUAL ARTS
G.4.1.2.
Visual art by associating experiences with different ideas, art forms and
cultural themes Creates work.
SUBJECT: Design of project logos
SUBJECT: Environmental pollution
solution proposals painting studies
HUMAN RIGHTS RESEARCH AND DEMOCRACY
Y4.2.7.
Evaluates the effect of the exercise of rights and freedoms on the culture of
coexistence.
Y4.2.2. İnsan olma
sorumluluğunu taşımanın yollarını açıklar.
SUBJECT: Using survey monkey web2.0
tool for project logo selection
SUBJECT: Students determined to work with democratic participation
Three activities will be offered to
students by teachers
a-Tree or flower planting
b- Environmental cleaning
c -Composting
These options will be selected by using the PLICKERS web2.0 tool without
any phone call.
TURKISH
T.4.4.1.
Poetry writer
SUBJECT:Poetry on air pollution
T.4.3.3.
Reads poetry
SUBJECT:Poetry on air pollution
T.4.4.3.
Story writer
SUBJECT:story jumper web 2.0 tool
common story written
T.4.4.6.
Describes an event by associating images.
SUBJECT:story jumper web 2.0 tool
common story written
Project partners of Students' Opinions
Project partners of Students' Opinions
Project Partners of Teachers' Opininons
Our project output is a common product; Our abstract.
Our project output is a common product; Our abstract.
Environmental Education Process in Primary School
Zeynep ÖZTOPRAK 1, Sebahat DOĞAN 2, Dušana BUCHTOVÁ13, Maria Elena TOZZİ4
Didier BROSSARD5, Mirela-Florentina MAZİLU6, Magdalena GOCHEVA7
Valeriia HUDİMENKO8, Svitlana KOZACHENKO9
Gheorghița STANCU10
1Şehit Erkan Kendirci İlkokulu, Primary School Teacher, Kastamonu, Turkey
2Şükriye Onsun İlkokulu, Primary School Teacher, Konya, Turkey
3 Súkromná základná škola Dotyk, Primary School Teacher, Ružomberok, Slovakia
4IC BOZZINI-FASANI Lucera Fg Italy
5Ecole Le Bourg, Primary School Teacher, Chatonnay, Fransa
6 Scoala Gimnaziala Nr.4, Primary School Teacher, Suceava, Romanya
7Ist Primary and Secondary School , Primary School Teacher, ‘St. Kliment Ohridski’, Sandanski, Bulgaristan
8 - Oleksandro-Kalynove Gymnasium, Primary School Teacher, Ukraine
9 School of ı-ııı Degrees №102 of Dnıpropetrovsk Regıon, Primary School Teacher, Kryvyy Rıh Comprehensıve, Ukraine
10Scoala Gimnaziala Mihai Viteazul, Primary School Teacher, Târgoviște , Romanya
Zeynepoztoprak35@gmail.com
1. INSTRODUCTİON
Within the scope of our eTwinning Project ‘’Nature Protectors eTwinning Project’’ conducted with the participation of nine schools’ teachers and students from 7 countries, environmental education is given to the 53 primary school students in Turkey,17 primary school students in Slovakia, 35 primary school studens in Italy, 28 primary school studens in France, 39 primary school studens in Romania , 18 primary school studens in Bulgaria, 17 primary school studens in Ukraine
In 2018-2019 Educational Year the Project is consist of awereness – raising and evironmental solutions of the students participating in environmental education.
2. AIM
Nowadays, especially with the development of industry, the damage to natüre has reached such points that climate has changed and glacierin the poles have started to melt because of global warming.
Air pollution, water pollution, soil pollution, deforestation, nuclear waste, unplanned, urbanization etc.. environmental problems continue increasingly. This rapid deterioration of the natural enviroment heralds much greater disasters. To prevent this situation precautions should be taken worldwide and people should be informed. Sustainability is to ensure that natural resources are used without comromising the ability of future generations to provide their own needs and to establish a proper community order and living standards
The aim of this work is tor ise awareness fort he participated students about the reasons of environmental pollution though various activities.
With this training, it is planned to provide students with solutions to problems and also to regulate their lifestyles about reducing those problems in their daily lives.
3. METHOD
Videos about enviromental pollution ara watched the students who joined the Project. After watching the videos, wanted to prepare a concept map about the factors causing envrironmental pollution. Thus, students were able to discover the factors causing the problems students desingned solutions and inventions fort his the problems they identified. Students from different countries came together and designed various products to raise awareness on environmental polution.
In the proces of activities we only guided for needs of them and products were evaluated with the evaluations, environmental education process was closely monitored
4. FINDINGS AND COMMENTS
According to the 207 primary students from seven countries, the students who participated the activities in the draft of the Project produced solutions to the problems.
With the activities that determined according to their wishes. It was observed that the solution and inventions of the students were orginal and creative.
With these activities, it was observed that the imagination and problem solving abilities of the students improved in the right proportion.
Activities revealed that students adapt an environmentally sensitive life style.
5. RESULT
It was observed that students discovered environmental pollutions problems though environmental education.
In addition, the students’ solutions to the problems they identified. And invented designs showed that the education they received was at the level of analysis.
Providing environmental education at the age of primary school will give students an opportunity to develop their awereness in this field
It was revealed that these trainnings were easily transferred to the students’ lifestyles by transferring them to practice rather than theorical as expected.
Keywords: Environmental Education Process, Ability of Problem Solving
REFERENCES
eTwinning Project; Nature Protectors eTwinning Project
Common products of our project
https://www.storyjumper.com/book/showframe/66051935/5cacdde6206a4#page/1
Our Common Product
Slogans of World Water Day
Our Common Product-3 Air Pollution of Poem
Our common product- E-MAGAZINE
18 Haziran 2019 Salı
ASSOCIATION OF PROJECT ACTIVITIES WITH CURRICULUM OBJECTIVES
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.)
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.
Şükriye Onsun Elementary School students shared the brochures they prepared about 'Environmental Problems and Solution Suggestions' by sharing them with school staff and their families to raise awareness about environmental problems.
We have prepared a panel that introduces our project works and we have provided information to other students in the school.
Project Evaluation Event.
Decisions taken on live link 23/05/2019
1-Designing a hand brochure in each school's mother tongue in relation to our duties in environmental issues.
2-Students' opinions about the project for video evaluation of the project on mother language but teeacher translate under line
3-Teachers' opinions about the project for video evaluation of the project on mother language or English
4-In the Materials section, the project certificate will be downloaded and organized for the students and given to the students.
5-Dissemination studies and creation of common products.
Teacher Project Evaluation
Students Project Evalutain
We have received our Project Completion certificates
The students entered their forum with their own passwords and wrote their
thoughts.
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