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We came up with ideas for the question of what we can do to study the sky, and they mostly answered the observatory and the telescope. They designed observatories with wooden materials. They also designed their telescopes using waste materials.

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Hello, I am Ayşegül Deniz. I graduated from Süleyman Demirel University Preschool Teaching 2007. I'm in my 14th year in the profession. I work at Balıkesir / Karesi- Zübeyde Hanım Kindergarten. I am working in this school for my 8th year. My class is 5 years old.

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Zübeyde Hanım Anaokulu - Karesi/BALIKESİR

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Our class is called "Smurfs Class". My students are 4-5 years old. I have 15 students, 10 girls and 5 boys. I am happy to be in the project with my students.

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NEWS ABOUT THE PROJECT ON THE SCHOOL WEBSITE

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NEWS ABOUT THE PROJECT ON THE SCHOOL WEBSITE

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1.

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link

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T.C. MİLLÎ EĞİTİM BAKANLIĞI BALIKESİR / KARESİ / Zübeyde Hanım Anaokulu

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"STEAM education in kindergarten - discoveries, experiments, research" eTwinning Projesi

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T.C. MİLLÎ EĞİTİM BAKANLIĞI BALIKESİR / KARESİ / Zübeyde Hanım Anaokulu

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DISSOLUTION EXPERIMENT - WHAT IS LOST IN WATER?

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DISSOLUTION EXPERIMENT - WHAT IS LOST IN WATER?

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Transparent glasses filled with water are distributed to children.
Children are given various water-soluble and insoluble materials such as bulgur, coffee, sand, flour, sugar, chili peppers, salt and pasta.
They are asked to estimate the possible consequences of throwing the given materials into the water.
Children are asked to mix the selected material by throwing it into the water and compare the result with their estimates.

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Flower patterns are cut by drawing a flower picture on colored paper. The cut flowers are folded by curling the edge leaves inward. The same procedure is applied for all flowers. After the folding process is finished, a flat and shallow bowl is filled with water. The flowers made are left on the top of the water slowly and with the folded leaves facing up. When the flowers come into contact with water, their leaves gradually begin to open. So children understand that they also need water to grow flowers. They see how the flowers unfold when they are a bud. (Since the paper placed in water grows in water in volume, the petals of the flower open slowly as the paper absorbs water.)

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2 transparent glasses, half full of water, are prepared. The water in the first glass is turned red using red watercolor. The water in the second glass is turned blue using blue watercolor. The water in both glasses is mixed in a third glass and the formation of purple color is observed.

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A container with water and ice is placed on the table. The children are asked to put their hands in the ice water and the children are asked whether their hands are cold or not, and the answer is obtained that they are cold.
Gloves are put on children's hands and a layer of fat or cream is applied to the half of their hands.
The children are asked to put their hands in the water one by one and the children are asked again whether their hands are cold or not, this time the answer is reached.
It is explained that the animals living in cold regions have been created in a suitable way in order to survive in these climatic conditions, and they do not get cold thanks to this fat layer under their skin.
Then, the life adventures of penguins, one of the animal species living in cold regions, are told.

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Plates, glasses and five cut candies are distributed to children. Children are asked to form a tower by stacking sugar cubes inside the plates.
Cherry juice or orange juice is filled in the glasses. "What will happen if we pour the juice into the plates?" The predictions of the children are taken by asking.
Then the children pour the juices on their plates and observe what happens.
As the sugar cubes absorb the juice, the colors begin to rise in the tower.
When the candies get wet and heavy, the tower collapses.
The fruit juice-sugar in the plates is mixed with the stir bar and the sugar dissolves.

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One egg is carefully placed in a glass of water. In the second step, add 2 spoons of salt into the glass and mix. He drops the egg and his condition is observed. In the 3rd step, 2 more spoons of salt are added and mixed. He drops the egg and his condition is observed. In the first step, we observe that the egg sinks because the density of the water is less than the density of the egg. In the second step, we observe that the egg hangs because the density of our less salty water is equal to the density of the egg. In the third step, we observe that the egg floats in the water because the density of our very salty water is higher than the density of the egg.

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Glasses, paper towels, red, yellow and blue food coloring are used in this experiment. Water is put into the first glass and the middle one. Food coloring is added to the glasses with water. A folded paper towel is left between the cups. After a while, a flow of color from the paper towels is observed. Between the red and yellow color, it is seen that the green color forms between the orange, yellow and blue color. At the end of this experiment, students will see that intermediate colors are obtained from primary colors.

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CREATIVITY WITH CHICKPEAS AND TOOTHPICKS

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CREATIVITY WITH CHICKPEAS AND TOOTHPICKS

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With toothpicks and chickpeas soaked in the evening, it is a superb activity that our students will play for a long time and create free three-dimensional products.

Another fun activity that will support both fine motor skills, hand-eye coordination and creativity

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26.10.2020

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OUR NEW YEAR EBOOK WORK WİTH PROJECT PARTNERS

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OUR NEW YEAR EBOOK WORK WİTH PROJECT PARTNERS

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Group work book Art kindergarten Etiudas Kaunas, Lithuania, Saulutė group. Educator Aušra Rašytinienė The children of the Saulutė group congratula...

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NEW YEAR CARD I PREPARED FOR PROJECT PARTNERS

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NEW YEAR CARD I PREPARED FOR PROJECT PARTNERS

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NEW YEAR CARDS WE PREPARED FOR MY PROJECT PARTNER "FİLİZ SARIÇAY" TEACHERS AND STUDENTS

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NEW YEAR CARDS WE PREPARED FOR MY PROJECT PARTNER "FİLİZ SARIÇAY" TEACHERS AND STUDENTS

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It starts by putting 75% water in jars. Throw all the unpeeled tangerine into the jar and the result is observed. The second tangerine is then peeled off. We throw it back into the jar of water and observe the result. While the unpeeled tangerine does not sink in the jar of water, we see the peeled tangerine sink. Thanks to the air gaps in the pores of the peeled tangerine, it takes air and does not sink, while the peeled tangerine sinks.

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A finger or two of water is put in a deep bowl. Black pepper is poured on it. After dipping the finger in liquid soap, it is dipped into the prepared mixture. It is seen that the black pepper escapes immediately and the colors are dispersed. Before starting the experiment, we told the children that they should think of black pepper as microbes and that when we wash our hands with soap, microbes escape in this way.

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MY INDIVIDUAL CONTRIBUTION TO OUR NEW YEAR E-BOOK

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MY INDIVIDUAL CONTRIBUTION TO OUR NEW YEAR E-BOOK

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INTERNET SECURITY AND ETWING ETHICS COURSE

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INTERNET SECURITY AND ETWING ETHICS COURSE

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EXPERIMENT PERFORMED BY CHILDREN AT HOME WITH PARENTS

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EXPERIMENT PERFORMED BY CHILDREN AT HOME WITH PARENTS

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Part in which I contributed to the ebook of children experimenting with parents at home

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Part in which I contributed to the ebook of children experimenting with parents at home

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Web-based app for making ebooks in the classroom. Teachers can get started for free and invite students to join their library. Add text, images, audio and video and easily publish your books online.

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STEAM education in kindergarten - discoveries, experiments, research

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NEWS AND  PHOTOFONIA DISSEMINATION WITH PHOTOFUNIA

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NEWS AND  PHOTOFONIA DISSEMINATION WITH PHOTOFUNIA

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It was made by paying attention to e-security rules.

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Steam education in Kindergarten Projesinin Okul Öncesi Müfredatı ile İlişkilendirilmesi

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Our ingredients: A jar, water, shaving foam and water tinted with blue paint.
We fill a little more than half of the jar with water and cover it completely with shaving foam. Clouds of shaving foam represent the sky in the lower watery area. Then we drip a few drops of colored water over our clouds and we start to wait for the rain to come down slowly.

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We made a puzzle of the logo of our project with the Jigsaw Planet program. And we played the puzzle game.

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The Smurfs Class was introduced to the Word Art web2 tool. They created a beautiful word cloud by clicking the shapes they wanted.

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We made kites within the scope of Art in our project. The inner parts of the pad plates were cut out. The flowers prepared with colored paper were glued around the kite. He prepared his tail with grapon papers and kites were attached to sticks. Students were given the opportunity to play in the schoolyard.

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EXAMINING AND GROUPING MATERİALS IN NATURE

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EXAMINING AND GROUPING MATERİALS IN NATURE

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We talked about "tree formation" with the kids. We mentioned that seeds must be planted in order for a tree to grow. Then I distributed the pots to the children. We took the "Larch" seeds inside a bowl and soaked it with water.

The next day, we planted the seeds that remained in water for 1 day. Each child took his pot home. When it becomes a sapling, every child will plant it in a suitable place with their family.

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Plants in the schoolyard were examined with magnifiers.

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I gave the kids a cloud observation template and said we would observe the clouds in the open air. I asked them to observe the clouds from the empty space in the middle and show what kind of cloud the clouds they saw looked like.

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We made 2D and 3D shapes using toothpicks and plasticine.

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First, we've prepared lots of baking soda and some conditioner. We put 3 cups of baking soda in a tray. Then we put in the conditioner not more than half a glass. We added the conditioner on the baking soda. We mixed the baking soda and conditioner well with our hands. When the two, which are mixed together, look like a soft dough, we added a little more baking soda on it. Sensory snow prepared. The children played for a long time after the live lesson.

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Untitled is a photo mosaic by Ausryne using 83 photos. Created on 3/31/2021

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Our photos took their place in the Project Photography Mosaic.

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Our photos took their place in the Project Photography Mosaic.

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What Can We Do To Make The World Beautiful? activity. "Good for nature, love for nature, how can we protect our nature, how can we keep our environment clean" are also the works done by the subjects.

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What Can We Do To Make The World Beautiful? activity. "Good for nature, love for nature, how can we protect our nature, how can we keep our environment clean" are also the works done by the subjects.

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We observed our nature. We marked what we saw around us on the nature observation form.

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We talked about the benefits of trees and what we should do to reproduce them, and we made a seed box to collect the seeds of the fruits we eat and plant them in a suitable place in nature.

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We talked about the benefits of trees and what we should do to reproduce them, and we made a seed box to collect the seeds of the fruits we eat and plant them in a suitable place in nature.

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We planted the seedling seeds that we soaked 1 day in advance to introduce them into our pots. (The responsibility was given to care for the children and plant them in a suitable place when they germinated.)

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We planted the seedling seeds that we soaked 1 day in advance to introduce them into our pots. (The responsibility was given to care for the children and plant them in a suitable place when they germinated.)

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We learned the necessities necessary for plants to survive and then made an art activity.

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We learned the necessities necessary for plants to survive and then made an art activity.