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SB.5.2.2. Yaşadığı ilde doğal ve beşerî çevredeki değişimi neden ve sonuçlarıyla yorumlayabilme

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BT.6.3.2.3 Expresses the concept of information management and its importance.

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T.6.4.11. Shares what they have written. Students are encouraged to share what they have written on the class and school bulletin board and on social media.

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FB.5.7.1.1. Ability to classify recyclable and non-recyclable materials in household waste

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During literature lessons, students had to identify works in which the theme of love is present and had to graphically illustrate the key elements of the works. Then, in a debate, they argued why it is good to protect the environment, thus developing their communication skills.

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T.7.2.3. Konuşma stratejilerini uygular.

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T. 7.4.1. Şiir yazar.

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T.7.1.6. Dinlediklerinin ana fikrini belirler.

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OKUMA

T.7.3.30. Görsellerle ilgili duvar yazısı ve karikatürlerin incelenmesi ve bunlarla ilgili görüş bildirmesi sağlanır.

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save your environment, save your future projesinin Türkçe dersine müfredat entegrasyonu

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save your environment, save your future projesinin Türkçe dersine müfredat entegrasyonu

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7th grade english lesson yearly plan outcomes deal with our project

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7th grade english lesson yearly plan outcomes deal with our project

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Listening

E7.9.L1. Students will be able to understand

phrases and the highest frequency vocabulary

about environment.

E7.9.L2. Students will be able to follow how a

simple process is described in clear oral texts.

Spoken Interaction

E7.9.SI1. Students will be able to talk about

obligations.

E7.9.SI2. Students will be able to give simple

instructions for a specific process.

Spoken Production

E7.9.SP1. Students will be able to give a simple

description or presentation of a process.

Reading

E7.9.R1. Students will be able to identify specific

information in various texts about environment.

Writing

E7.9.W1. Students will be able to write short,

simple messages about environment.

E7.9.W2. Students will be able to write short

description of a process.

Describing simple processes

First, get the seeds. Then, plant and

water them.

Expressing obligation

What should we do for our

environment?

—We have to start using public

transportation.

—Stop polluting the rivers. We must

stop destroying forests.

Giving explanations/reasons

Rain forests are important because they

are necessary for oxygen.

We should protect wild animals

because they are important for the

balance of the nature.

balance

climate, -s

eco-friendly

efficient

global warming

green house effect

increase

nature

protect

pollute/pollution

recycle

renewable

responsible

solar/wind energy

take action

temperature

threaten

waste

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SB.5.5.1. Kaynakları verimli kullanmanın doğa ve insanlar üzerindeki etkisini yorumlayabilme

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BT.5.4.2.7.İşbirliğine dayalı olarak oluşturduğu belgeyi paylaşır.

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TT. 7. B. 2. 2. Taslak çizimlerini bilgisayar yardımıyla iki boyutlu görsellere dönüştürür.

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G.7.1.7. Atık malzemeleri kullanarak üç boyutlu çalışma yapar.

G.7.1.7. Creates three-dimensional works using waste materials.

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FB.5.7.1.1. Evsel atıklarda geri dönüştürülebilen ve dönüştürülemeyen maddeleri sınıflandırabilme

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BT.6.3.2.3 Bilgi yönetimi kavramını ve önemini ifade eder.

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T.6.2.1. Hazırlıklı konuşma yapar.

BT.6.4.1.6 İş birliğine dayalı olarak oluşturduğu belgeyi paylaşır.

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T.6.4.11. Yazdıklarını paylaşır. Öğrenciler yazdıklarını sınıf ve okul panosu ile sosyal medyada paylaşmaya teşvik edilir.

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SB.5.2.2. Yaşadığı ilde doğal ve beşerî çevredeki değişimi neden ve sonuçlarıyla yorumlayabilme

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Students create models made from recyclable materials as part of curriculum.

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Students create models made from recyclable materials as part of curriculum.

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Students made posters about environment protection as part of curriculum.

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Save your environment, save your future projesi müfredata entegrasyonu

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Save your environment, save your future projesi müfredata entegrasyonu

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SAVE YOUR ENVİRONMET, SAVE YOUR FUTURE PROJESİ, MÜFREDATA  ENTEGRASYON- OĞUZ KAAN AYKAR

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SAVE YOUR ENVİRONMET, SAVE YOUR FUTURE eTWİNNİNG PROJESİ ETKİNLİKLERİ MÜFREDATA ENTEGRASYONU VE ÖĞRENCİ DAVRANIŞLARINI İLİŞKİSİ

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SAVE YOUR ENVİRONMET, SAVE YOUR FUTURE eTWİNNİNG PROJESİ ETKİNLİKLERİ MÜFREDATA ENTEGRASYONU VE ÖĞRENCİ DAVRANIŞLARINI İLİŞKİSİ

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EFSUN BAYKAN SAVE YOUR ENVİRONMET, SAVE YOUR FUTURE  PROJESİ MÜFREDATA ENTEGRASYON VE ÖĞRENCİ DAVRANIŞLARI  İLİŞKİSİ

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Integration into the school curriculum involves identifying opportunities to seamlessly incorporate eTwinning projects into existing subject areas. This might manifest through collaborative science experiments, joint storytelling in language arts, or shared cultural heritage projects in social studies. The aim is to integrate eTwinning organically into the curriculum rather than treating it as an isolated activity.

Encouraging cross-curricular collaboration among teachers from different subjects is another effective strategy. This collaborative approach enhances the overall learning experience, allowing students to recognize the interconnectedness of various subjects. It emphasizes the importance of a multidisciplinary approach, illustrating that real-world problems often necessitate a comprehensive understanding that spans multiple disciplines.

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T.6.4.2. Writes informative text.

T.6.4.5. Uses graphs and tables when necessary to support what he/she writes.

T.6.4.6. Writes a job according to its process steps.

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T.6.3.23. Produces different solutions to problems discussed in the text.

T.6.3.24. Interprets the content of the text.

T.6.3.29. Makes inferences about what is read.

T.6.3.30. Answers questions about visuals.

T.6.3.31. Understands the ways in which important points are emphasized in the text.

T.6.3.33. Uses information sources effectively.

T.6.3.34. Questions the reliability of information sources.

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T.6.2.1. Gives a prepared speech.

T.6.2.2. Gives an unprepared speech.

T.6.2.3. Applies speaking strategies.

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T.6.1.1. Makes predictions about the development and outcome of events that take place during what they listen to/watch.

T.6.1.4. Answers questions about what he/she listened to/watched.

T.6.1.9. Understands the speaker's non-verbal messages.

T.6.1.10. Evaluates the content of what he/she listens/watches.

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TOKI Mehmet Akif Ersoy Secondary School (1)

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In science and art centres 8. theme is CLIMATE in the curriculum

1. Future predictions
2. Making presentations
3. Finding solutions
4. Talking about imaginary situations
5. Comparing weather conditions
6. Expressing hypotheses about what is likely or unlikely to happen in the future
R1. Students will be able to review the temperature changes on Earth. R2. Students will be able to analyze the effects of climate change in their regions.
R3. Students will be able to predict the air pollution levels in their cities. R4. Students will be able to examine alternative ways for using renewable
energy resources in an article.

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6. Expressing hypotheses about what is likely or unlikely to happen in the future

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SCIENCE

5.6.1.2. Discusses the factors that threaten biodiversity based on research data.

5.6.2.2. It offers suggestions for solving an environmental problem in its immediate surroundings or in our country.

5.6.2.3. It makes inferences about environmental problems that may occur in the future as a result of human activities.

5.2.1.1. Gives examples of living things and classifies them according to their similarities and differences.

8.6.3.2. Questions the importance of matter cycles for life.

8.6.3.3. Discusses the causes and possible consequences of global climate change.

8.6.4.3. Explains the importance of separating solid waste for recycling.

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List of portables related to math class and project theme

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List of portables related to math class and project theme

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🌱 Environment-Themed Mathematics Learning Objectives

📊 Data Analysis and Graphs

Students collect environmental data (pollution levels, recycling rates, or number of planted trees) and represent it using bar graphs, line graphs, or pie charts, then interpret the results.
Objective: Organizes data, transfers it into tables, and represents it using appropriate types of graphs.

🔢 Four Operations and Problem Solving

By calculating energy savings from recycling or the number of trees planted, students use arithmetic operations to analyze their contribution to nature.
Objective: Solves real-life problems using four basic operations.

📐 Geometry and Measurement

Calculates the area available for tree planting in a schoolyard using perimeter and area concepts.
Objective: Calculates the perimeter and area of rectangular and square shapes.
Objective: Models real objects to perform volume or area calculations.

🧮 Fractions and Ratio-Proportion

Determines the ratio of recyclable waste to total waste, enhancing awareness of environmental responsibility.
Objective: Uses fractions, ratios, and proportions in solving real-life problems.

📏 Length and Time Measurement

Estimates the height a tree can reach in a certain number of years based on its annual growth rate.
Objective: Applies length and time measurements in daily life situations.

📈 Mathematical Modelling

Plans ways to reduce carbon footprint using mathematical reasoning (e.g., calculating the yearly savings from using reusable bags instead of plastic).
Objective: Develops mathematical models appropriate for real-life situations

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Students who participate in the project ;

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Students who participate in the project ;

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1. Their motivation for their academic life increases,

2. They gain the ability to question,

3. They become willing to produce new products,

4. They gain skills related to digital tools,

5. They gain skills to be a healthy individual,

6. They learn to respect different cultural values.

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Students participating in the project;

1. Gain awareness that they have similar development with their peers,

2. Gain skills in group work,

3. Gain awareness about the values ​​of different nations,

4. Create products suitable for their physical development and the project topic,

5. Gain awareness about the environment and gain skills related to being a good citizen and a good world citizen,

6. Recognize and learn artificial intelligence tools,

7. Gain 21st century skills and integrate them into their daily lives,

8. Gain skills that will complete their personal development in a rapidly developing world,

9. Gain skills related to project implementation and spread these skills to their living space,

10. Gain the ability to establish healthy communication with their peers living in different societies and regions,

11. Experience skills related to foreign languages,

12. Gain skills related to social emotional development.