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wycieczka do Ogrodu Botanicznego grupa V

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We summarized our news. we voted with colored circles. Green means that the noise is not harmful, red means that it is harmful

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We summarized our news. we voted with colored circles. Green means that the noise is not harmful, red means that it is harmful

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We filled the glasses with water. Each glass had a different amount of water. We checked whether the type of sound depends on the amount of water in the glass. We made music

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We filled the glasses with water. Each glass had a different amount of water. We checked whether the type of sound depends on the amount of water in the glass. We made music

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Mathematical operation - we study the water level. We measured the amount of water by recording the results.

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Mathematical operation - we study the water level. We measured the amount of water by recording the results.

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What can the noise look like? The children drew what they thought noise might look like. Is it dangerous? Is he angry?

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What can the noise look like? The children drew what they thought noise might look like. Is it dangerous? Is he angry?

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https://www.canva.com/design/DAE_kRs5EZc/_Y0rU-6z3VTQVJbUr_hScw/edit?utm_content=DAE_kRs5EZc&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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The children watched a video about noise pollution. The children's opinions were taken into account, and the children drew conclusions.

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The children watched a video about noise pollution. The children's opinions were taken into account, and the children drew conclusions.

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experiment with different amounts of water in bottles

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experiment with different amounts of water in bottles

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View this post on Instagram

A post shared by Hasan - Veli Üğür ANAOKULU (@hasanveliuguranaokulu)

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Checking the sound level in the preschool garden

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Checking the sound level in the preschool garden

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STEAM For Kids-Gürültü Kirliliği özdeğerlendirme çalışması

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Elaborate:Sound technology game with Worldwall

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Elaborate:Sound technology game with Worldwall

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Exploring:We created a noise map of our school

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Exploring:We created a noise map of our school

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Exploring:We made an observation to make a noise map of our school

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Exploring:We made an observation to make a noise map of our school

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Exploring:We did math and rhythm work with the water we put in the glasses and discovered the sounds.

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Exploring:We did math and rhythm work with the water we put in the glasses and discovered the sounds.

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Exploring: we made art work according to the rhythm and violence of the music

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Exploring: we made art work according to the rhythm and violence of the music

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Engage:We watched Noise Pollution videos 

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Engage:We watched Noise Pollution videos 

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Our daily life problem situation that we gave in the deepening part of our lesson: It has revealed that the term we call noise now causes pollution in people's lives. So what can we do for this pollution and how can we find solutions. Children are asked to come up with solutions and their designs are displayed. For example, insulation system for houses and factories. With this event, we realized our engineering integration.

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Our daily life problem situation that we gave in the deepening part of our lesson: It has revealed that the term we call noise now causes pollution in people's lives. So what can we do for this pollution and how can we find solutions. Children are asked to come up with solutions and their designs are displayed. For example, insulation system for houses and factories. With this event, we realized our engineering integration.

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In the deepening part of our lesson; It is said that we cannot completely eliminate the noise, but we can reduce it. Brainstorming was done with the students about what can be done. Then we played our wordwall game to reinforce our topic and realized our technology integration.

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In the deepening part of our lesson; It is said that we cannot completely eliminate the noise, but we can reduce it. Brainstorming was done with the students about what can be done. Then we played our wordwall game to reinforce our topic and realized our technology integration.

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In the deepening part of our lesson; Students were informed about natural and artificial sound. It was talked about how to prove that sound is an energy. For example, tenseWhat do the papers look like when we put tiny pieces of paper on a floor or on a drum and bring a loud sound from the speaker next to it? movementDo they fix it, does the spontaneous movement of the papers accelerate when the volume of the sound is increased? We carried out our science integration by making observations with the students.

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In the deepening part of our lesson; Students were informed about natural and artificial sound. It was talked about how to prove that sound is an energy. For example, tenseWhat do the papers look like when we put tiny pieces of paper on a floor or on a drum and bring a loud sound from the speaker next to it? movementDo they fix it, does the spontaneous movement of the papers accelerate when the volume of the sound is increased? We carried out our science integration by making observations with the students.

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In the explanation part of our lesson; After explaining that the device that measures the intensity of the sound is called tuning fork, we made a tuning fork with 3 Lego bricks. I told the children before the play that the loudest sound was 3, the medium loudness was 2, and the least loud was 1. When I turned on the music, we scored the intensity from 1 to 3 and put the bricks on top of each other as much as the number we gave.

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In the explanation part of our lesson; After explaining that the device that measures the intensity of the sound is called tuning fork, we made a tuning fork with 3 Lego bricks. I told the children before the play that the loudest sound was 3, the medium loudness was 2, and the least loud was 1. When I turned on the music, we scored the intensity from 1 to 3 and put the bricks on top of each other as much as the number we gave.

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In the explanation part of our lesson; The children's eyes were closed and the game of finding the direction of the sound was played. sound-producing objects were used.

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In the explanation part of our lesson; The children's eyes were closed and the game of finding the direction of the sound was played. sound-producing objects were used.

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In the explanation part of our lesson; We watched the noise pollution video. We talked about noise and noise pollution.

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In the explanation part of our lesson; We watched the noise pollution video. We talked about noise and noise pollution.

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In the explanation part of our lesson; We watched the video on combating noise pollution.

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In the explanation part of our lesson; We watched the video on combating noise pollution.

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In the explanation part of our lesson; We watched the noise pollution infographic movie.

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In the explanation part of our lesson; We watched the noise pollution infographic movie.

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In the discovery part of our lesson; "Noise Map" activity was held in order to determine the places and times where noise pollution is intense in the school by observation. Observation forms were distributed to the students to record their observations about the sound level. The students were asked to carefully observe and listen to the noise levels in the school. The students were asked to record the distributed observation form by painting it blue if the noise level in the environment is quiet, green if it is low, yellow if it is medium level, and red if it is high.

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In the discovery part of our lesson; "Noise Map" activity was held in order to determine the places and times where noise pollution is intense in the school by observation. Observation forms were distributed to the students to record their observations about the sound level. The students were asked to carefully observe and listen to the noise levels in the school. The students were asked to record the distributed observation form by painting it blue if the noise level in the environment is quiet, green if it is low, yellow if it is medium level, and red if it is high.

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In the discovery part of our lesson; It was explained to the children that the noise meter is a visual tool that can be used to adjust the sound level in the classroom, library, etc. and how it will work. The image of the noise meter in the annex of our plan was printed out or prepared with the children as desired. , the sound level was managed by moving the arrow of the noise meter.

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In the discovery part of our lesson; It was explained to the children that the noise meter is a visual tool that can be used to adjust the sound level in the classroom, library, etc. and how it will work. The image of the noise meter in the annex of our plan was printed out or prepared with the children as desired. , the sound level was managed by moving the arrow of the noise meter.

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In the discovery part of our lesson; Different sizes of water were poured into 6 different glasses. Children, we performed our mathematical integration by comparing these quantities with the concepts of few and many. Water with different amounts in the same glasses was arranged on a table and the sounds coming out of each of them were compared with the help of a metal rod and the reasons were discussed. Then rhythm was created with sounds.

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In the discovery part of our lesson; Different sizes of water were poured into 6 different glasses. Children, we performed our mathematical integration by comparing these quantities with the concepts of few and many. Water with different amounts in the same glasses was arranged on a table and the sounds coming out of each of them were compared with the help of a metal rod and the reasons were discussed. Then rhythm was created with sounds.

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In the discovery part of our lesson; The music is turned on and we have realized our artistic integration by asking the children to draw lines in accordance with the rhythm and violence of the music only with lines. When the music was over, the children interpreted their work to other bandmates.

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In the discovery part of our lesson; The music is turned on and we have realized our artistic integration by asking the children to draw lines in accordance with the rhythm and violence of the music only with lines. When the music was over, the children interpreted their work to other bandmates.

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In the discovery part of our lesson; The music is turned on and we have realized our artistic integration by asking the children to draw lines in accordance with the rhythm and violence of the music only with lines. When the music was over, the children interpreted their work to other bandmates.

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In the discovery part of our lesson; The music is turned on and we have realized our artistic integration by asking the children to draw lines in accordance with the rhythm and violence of the music only with lines. When the music was over, the children interpreted their work to other bandmates.

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In the introductory part of our lesson; We watched our video with various sounds. We talked about right and wrong behaviors.

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In the introductory part of our lesson; We watched our video with various sounds. We talked about right and wrong behaviors.

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We drew kindergarten scheme and marked the noise zones after study.

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https://youtu.be/2KfsuSDH_us

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We brainstormed about noise pollution and filled the observation form by observing the sound level at our school.

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We brainstormed about noise pollution and filled the observation form by observing the sound level at our school.

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Technology game

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Our works: See music, hear pictures

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We designed Engineering Phase soundproofed buildings

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We designed Engineering Phase soundproofed buildings

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We made our sound meter

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Children were greeted with posters about noise pollution in the classroom, and they were given the opportunity to examine and listen to their comments.

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Children were greeted with posters about noise pollution in the classroom, and they were given the opportunity to examine and listen to their comments.

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Video about noise pollution was watched. The opinions of the children were taken and interpreted.

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Video about noise pollution was watched. The opinions of the children were taken and interpreted.

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A short trip around the school to make a noise map of our school.

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A short trip around the school to make a noise map of our school.