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Yapılan seminerde Gülşah İmancı tarafından Sagemodeler uygulamasın kullanımı örnekler ile anlatıldı. Şule Şenol'un hazırladığı menti etkinliği ile iklim değişikliğinin nedenleri ve sonuçları öğrencilerden gelen cevaplarla görsel hale getirildi.

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Sagemodeler ile Simülasyon Hazırlama Semineri

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Yapılan seminerde Gülşah İmancı tarafından Sagemodeler uygulamasın kullanımı örnekler ile anlatıldı. Şule Şenol'un hazırladığı menti etkinl...

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Şule ŞENOL- İTO Şehit Mustafa Gözütok Ortaokulu- ISPARTA

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Şule ŞENOL- İTO Şehit Mustafa Gözütok Ortaokulu- ISPARTA

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27 Ekim 2021 tarihinde STEM, Scientix, European Schoolnet Academy, School Education Gateway platformları hakkında bilgilendirmeler yapıldı.

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Şule ŞENOL- İTO Şehit Mustafa Gözütok Ortaokulu- ISPARTA

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Şule ŞENOL- İTO Şehit Mustafa Gözütok Ortaokulu- ISPARTA

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1 Kasım proje sürecinde gelinen nokta ve yapılması gerekenler konusunda öğretmen arkadaşlar ile toplantı yaptık.

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Projeye başlarken ilerleme durumumu paylaşıyorum. Bu projenin sonuna doğru geldiğimizde kendimin ve proje arkadaşlarımın eTwinning de ilerleme katedeceğini umuyorum.

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Projeye başlarken ilerleme durumumu paylaşıyorum. Bu projenin sonuna doğru geldiğimizde kendimin ve proje arkadaşlarımın eTwinning de ilerleme katedeceğini umuyorum.

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Efe Nuri'nin Öğretmenler Günü animasyonu

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Efe Nuri'nin Öğretmenler Günü animasyonu

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Şule ŞENOL- İTO ŞEHİT MUSTAFA GÖZÜTOK ORTAOKULU-ISPARTA

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Şule ŞENOL- İTO ŞEHİT MUSTAFA GÖZÜTOK ORTAOKULU-ISPARTA

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“Ağaç, çiçek ve yeşillik medeniyet demektir. Yeşil görmeyen gözler renk zevkinden mahrumdur. Burasını öyle ağaçlandırınız ki, kör insan bile yeşillikler arasında olduğunu fark etsin… Son arzum, yeşillik ve ağaçtır. Fakat yaz ve kış yeşil olan ağaçlar arasında olmaktır. Son arzum, vasiyetim gerek ziraat ve gerek memleketin servet ve sıhhat-i umumiyesi noktayı nazarından ehemiyet-i muhakkak olan ormanlarımızı da asrî tedavi ile üst seviyede bulundurmak, temsil etmek ve azamî ifade ile temin etmek esas düsturlarımızdan biridir.”

M. Kemal ATATÜRK

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Şule ŞENOL- İTO ŞEHİT MUSTAFA GÖZÜTOK ORTAOKULU- ISPARTA

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Şule ŞENOL- İTO ŞEHİT MUSTAFA GÖZÜTOK ORTAOKULU- ISPARTA

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26 Kasım 2021 tarihinde TEMA Vakfı Gönüllüsü Berrin CEYHAN öğrencilerimize arıların ekolojik denge için önemini ve ekolojik dengenin sağlanmasında iklim değişikliklerinin etkilerinden bahsetti.

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Hello, I'm Shule. I live in Isparta, the city of Turkey called the land of roses. I give coding, robotics, 3D design and STEM training to students aged 11-14. climate change, zero waste etc. I do eTwinnig projects to attract the attention of my students to many topics. We are currently receiving this training with our project team. If you are interested in eTwinning you can check it out. https://twinspace.etwinning.net/199771/home

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Hello, I'm Shule. I live in Isparta, the city of Turkey called the land of roses. I give coding, robotics, 3D design and STEM training to students aged 11-14. climate change, zero waste etc. I do eTwinnig projects to attract the attention of my students to many topics. We are currently receiving this training with our project team. If you are interested in eTwinning you can check it out. https://twinspace.etwinning.net/199771/home

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 İklim Okuryazarlığı: İklim Bilimi ve Temel İlkeleri rehberi

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 İklim Okuryazarlığı: İklim Bilimi ve Temel İlkeleri rehberi

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One of CLEAN's goals is to help teachers be as effective as possible when teaching climate science. This series of web pages introduce climate science in a sequence that illustrates different aspects of the climate system. Natural and human influences on climate are presented here, as well as the effects of interactions between parts of Earth's systems. Special emphasis is placed on the methods that scientists use to study the climate and make predictions about future impacts, as this is a topic that is sometimes misunderstood. The overarching Guiding Principle states that humans can take action to reduce climate change and its impacts, which is a key part of teaching climate science. Taken together, these concepts describe climate literacy.

The Guide to Teaching About Climate

Each concept listed below links to a description of the topic, a discussion of what makes the topic important, ways to bring it into your classroom, suggestions for grade-level specific teaching strategies, and links to relevant teaching materials.

1. The Sun is the primary source of energy for Earth's climate system.

2. Climate is regulated by complex interactions among components of the Earth system.

What is Climate Literacy?

According to the Climate Literacy Framework from the US Global Change Research Council, Climate Science Literacy is an understanding of your influence on climate and climate's influence on you and society.

Download the color booklet, Climate Literacy Framework by the US Global Change Research Program

3. Life on Earth depends on, is shaped by, and affects climate.

4. Climate varies over space and time through both natural and man-made processes.

5. Our understanding of the climate system is improved through observations, theoretical studies, and modeling.

6. Human activities are impacting the climate system.

7. Climate change will have consequences for the Earth system and human lives.

The Guiding Principle for Informed Climate Decisions
GP. Additional Resources: Humans can take action to reduce climate change and its impacts. CLEAN Educator Toolbox "
Spanish language version
of these Principles " Culturally-relevant
Literacy Resources " Climate Mental Health " Managing Controversy "
Try the Climate Literacy Quiz "
Ready to test your knowledge?

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teach the earth incorporating societal issues climate change

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One of CLEAN's goals is to help teachers be as effective as possible when teaching climate science. This series of web pages introduce climate science in a sequence that illustrates different aspects of the ...

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2021'de (ve 2019'da), Dünya Limit Aşımı Günü 29 Temmuz'a düştü - şimdiye kadarki en erken tarih . Bu, Dünya'nın o yıl ürettiği doğal kaynak miktarının (dünya biyokapasitesi) o yıl insanlığın tüketimi için yeterli olmadığı (dünya ekolojik ayak izi) anlamına geliyor. ). Dünya Limit Aşımı Günü aşağıdaki matematiksel formülle hesaplanır: o yıl (dünya ekolojik ayak izi). Dünya Limit Aşımı Günü aşağıdaki matematiksel formülle hesaplanır:

(dünya biyokapasitesi/dünya ekolojik ayak izi) x 365 = Dünya Aşım Günü

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We know that thinking about overshoot can be overwhelming-we're right there with you. First, we should mention that we're not ecological resource- or climate-"doom-and-gloom" people. We're also not over-optimistic, "change-your-lightbulbs-and-we'll-be-OK" types, either. We're realists. Somewhere in the middle.

Individuals have the power to better their homes and communities. The greatest potential for large-scale impact, however, lies with governments and businesses who align their policies and strategies with the reality of our finite planet.

More precisely, immense #PowerOfPossibility can be found in the countless existing solutions that can be implemented at scale. With them, we can make ourselves more resilient and #MoveTheDate of Earth Overshoot Day.

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Overshoot occurs when humanity's demand on nature exceeds Earth's biocapacity. In 2023, Earth Overshoot Day falls on August 2nd.

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I do an eTwinning project every year to teach my students about climate change by doing and living. We organize seminars with experts in the field in our currently active Climate Team project. The majority of the project partners are Information Technologies teachers. Our students are coding animations and games about climate change using the Scrach programming language, which is included in our curriculum. You can follow our project. If you want to work with us on the projects we will carry out from now on, you can send an e-mail to sulesenolbilisim@gmail.com.

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Projemiz Sürdürülebilir Kalkınma Amaçlarının 13 maddesi olan İklim Eylemini konu almaktadır. İklim değişikliği ve etkileri ile mücadele için öğrencilerimizi bilinçlendirmeyi ve farkındalık oluşturmayı amaçlamaktayız. Bu doğrultuda öğrencilerimizle bilişim teknolojileri ve yazılım dersinde edindikleri kodlama bilgisini kullanarak iklim değişikliğine dikkat çekecek animasyon-oyun kodlamalarını isteyeceğiz.

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Projemiz Sürdürülebilir Kalkınma Amaçlarının 13 maddesi olan İklim Eylemini konu almaktadır. İklim değişikliği ve etkileri ile mücadele için öğrencilerimizi bilinçlendirmeyi ve farkındalık oluşturmayı amaçlamaktayız. Bu doğrultuda öğrencilerimizle bilişim teknolojileri ve yazılım dersinde edindikleri kodlama bilgisini kullanarak iklim değişikliğine dikkat çekecek animasyon-oyun kodlamalarını isteyeceğiz.

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Dünya'nın iklimini oluşturan dört bileşen

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Dünya'nın iklimini oluşturan dört bileşen

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atmosfer (soluduğumuz hava);

hidrosfer (gezegenin suyu);

kriyosfer (buz tabakaları ve buzullar) ve

biyosfer (gezegenin bitkileri ve hayvanları).

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NASA tarafından geliştirilen ve büyük sorulara basit ve çocuk dostu cevaplar 

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NASA tarafından geliştirilen ve büyük sorulara basit ve çocuk dostu cevaplar 

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Climate Kids is produced by the Earth Science Communications Team at

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iklim krizini beşeri bilimler, sosyal bilimler ve doğa bilimlerinde rol oynayan müfredatlar arası bir konu olarak anlamak önemlidir .

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Küresel Çevre Adaleti Atlası harika bir kaynaktır. Herhangi bir noktaya tıkladığınızda, doğal kaynakların sömürülmesi, atık üretimi ve çevresel malların bozulması ve metalaştırılması/özelleştirilmesi tarafından üretilen çatışmaların nedenlerini ve sonuçlarını göreceksiniz.

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We follow the changes in Burdur, Salda Lake with our students. We worry as we track down human errors. We are working on projects about the measures that can be taken.

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Bir Yaşayan Gezegen Avrupa Okul WWF girişimiyle bir sunan Avrupa sınıflarda geliştirilen projelerin koleksiyonu çevre sorunları üzerinde eylemde, yardımcı öğretmen ve kendi sınıfları. Ana temalardan biri ekolojik ayak iziydi. Kitabı çevirebilir ve bazı ilginç fikirler bulabilirsiniz , örneğin, sayfa 4, sayfa 24 ve sayfa 48!

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esfalp_v_-_web_small.pdf - European schools for a living planet

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esfalp_v_-_web_small.pdf - European schools for a living

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I can create a lesson plan that explains the harm of waste to the environment and then emphasizes how it can be recycled. I can project

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In our eTwinning project we carried out last year; We calculated the carbon footprint. We have requested seminars from field experts on this subject. Our students conducted interviews to measure the awareness of their friends. They designed posters that draw attention to this issue. They made projects where they produced solutions using Microbit.

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In cooperation with our project partners, we will try to address the damage caused to the planet by existing environmental problems based on the Sustainable Development Goals. As a solution to the problem, we plan to implement our proposed models through coding. We will prepare a project plan together with our project partners by organizing online meetings. then we will organize our activities according to the prepared plan.

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In cooperation with our project partners, we will try to address the damage caused to the planet by existing environmental problems based on the Sustainable Development Goals. As a solution to the problem, we plan to implement our proposed models through coding. We will prepare a project plan together with our project partners by organizing online meetings.

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İklim değişikliği ile ilgili ders planları

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İklim değişikliği ile ilgili ders planları

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The English translation is for international use and aimed at teachers around the world. The guide was originally made for Finnish subject teachers, and therefore Finland is often used as an example. Also, the school subjects for this guide were chosen according to the Finnish education system, but teachers in other countries are free to adapt the material to fit their own needs.

Why was it written?

The idea came from observations and studies suggesting that misconceptions about climate change are common among teachers. Although climate change is a multidisciplinary phenomenon linking organically to all school subjects, often subject teachers seem to think it is not for them to explore it in class. Also, textbooks often promote inadequate ideas about the topic.

Who is allowed to use the material?

The texts and exercises are available for teachers, environmental educators and those interested in the topic at no monetary cost. The material is licensed under the CC BY-NC licence, which grants the right to copy, distribute, display and perform the work for non-commercial purposes as long as appropriate credit is given.

The visual material is from Flickr and licensed under the Creative Commons. Thus it is freely available at no cost. However, please check the terms and conditions for modifying the content and for commercial use on case-by-case basis.

How to use the material?

The material is structured and written in a user-friendly way to help the teachers find the relevant information for their subject. Additionally, the guide provides tips for multidisciplinary climate education and climate education at the primary level.

For gaining a full picture of the topic, it is advisable to first read the chapters about the basics of climate change and climate education and then read through the texts linked to your own subject. It's also suggested to read the non-related texts for inspiration - for instance, chemistry teachers could benefit from reading not only about physics and biology but also about social studies and music.

Who is behind this project?

The person behind the concept is a Finnish environmental educator, Pinja Sipari, who was awarded a grant from the Maj and Tor Nessling Foundation. She administered the project from beginning to end, wrote most of the texts herself and gathered the exercises and visuals. Over 100 Finnish environmental and educational professionals, from teachers and scientists to active citizens, helped her compose the material. Getting involved was possible online and through the open workshops throughout the project.

Peikko Pitkänen translated the material from Finnish into English, and the translation was edited by Robin DeWan. The translation project got funding from the Maj and Tor Nessling Foundation and the Finnish Innovation Fund Sitra. A big thank you!

The Finnish language version was published in August 2016. Material is updated on a regular basis by a group of volunteers. The English version came out at the beginning of 2018.

Help us to advertise!

If you want to spread the word about Teacher's Climate Guide, feel free to share the link on social media or mailing lists, or print A4 posters and put them on school notice boards. Thank you for your help!

Contact details:

Should you have any questions, new ideas or offers for collaboration, please do not hesitate to contact Pinja:
pinja.sipari(at)gmail.com
mobile phone: +358 50 4617678

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Teacher's climate guide is an education package for subject teachers. It explains climate change in the context of each school subject, and provides exercises and visual material. It also contains tips for multidisciplinary climate education, tips for integrating climate change in education and activities at the primary level, and basic information about climate change and [Read more...]

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https://climate.nasa.gov/vital-signs/sea-level/
Students can analyze a graphical reprezentation of sea level change, investigate the causes of sea level rise, explane the impact of observed changes on species in shallow and coastal areas and suggest procedure that can themselves contribute to reducing the observed trend.

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Climate Change: Vital Signs of the Planet

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101 (± 4.0) mm

This is the "uncertainty margin," or the range from the mean (average) within which there is a high probability that the true number resides. For example, when we say global sea level has risen 101 mm +/- 4 mm, the true value has a high probability of being between 97 and 105 mm. The uncertainty margin exists both because of sea level variability (sea level above the first point in the time series) in the ocean and the accuracy with which we measure the individual values.

Key Takeaway:

Global sea levels are rising as a result of human-caused global warming, with recent rates being unprecedented over the past 2,500-plus years.

Sea level rise is caused primarily by two factors related to global warming: the added water from melting ice sheets and glaciers, and the expansion of seawater as it warms. The first graph tracks the change in global sea level since 1993, as observed by satellites.

The second graph, which is from coastal tide gauge and satellite data, shows how much sea level changed from about 1900 to 2018. Items with pluses (+) are factors that cause global sea level to increase, while minuses (-) are what cause sea level to decrease. These items are displayed at the time they were affecting sea level.

The data shown are the latest available, with a four- to five-month delay needed for processing.

* You now need to create an Earthdata account to access NASA's sea level data. Register here for free. Once logged in, click the "download data" button on this page to access the data.
NASA Sea Level Change

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Vital Signs of the Planet: Global Climate Change and Global Warming. Current news and data streams about global warming and climate change from NASA.

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I would start the lesson by making my students watch this video to arouse their curiosity about the rise in sea level. Then I would form 4 study groups with my students. Group 1 does research on sea level rise. The second group conducts research on the causes of the rise in sea level. The third group conducts research on the consequences of sea level rise. The 4th group collects all the data and prepares a presentation. Thus, they learn the subject in a collaborative way in the classroom.

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After watching this video to draw attention in my class, what is a greenhouse gas? What are the effects? How can we reduce greenhouse gas? I brainstorm with questions. Afterwards, I form groups of 5 peers and distribute the resulting problem situations, one to each group. I would like students to determine their own carbon footprints before solving this problem. This work is also a project work that will last at least 3 weeks, and I would like them to produce a product as a result.

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''Sıcaklıklar 4-5 derece artacak, deniz seviyesi 60 metre yükselecek''

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Kialo Edu is a custom version of Kialo ( kialo.com), the world's largest argument mapping and debate site, specifically designed for classroom use. Its clear, visually compelling format makes it easy to follow the logical structure of a discussion and facilitates thoughtful collaboration. Kialo's mission is to promote well-reasoned discussion online, and to that end, Kialo is free for educators to use.

To put their knowledge into action To sharpen their critical reasoning skills To demonstrate their understanding To engage constructively with each other
Take your classroom discussions online, break down complex subjects for students, and shake it up with new types of assignments.

Try Kialo in Your Classroom

What can you use Kialo for?

Create discussions for your students, where they can put their knowledge into practice, develop their own views on classroom content, and consolidate what they've learned. In a Kialo discussion, every student has a voice - there's no talking over each other, and students have the space to explore arguments at their own pace. Kialo's collaborative platform encourages students to work together to find the best way to express each idea.

Assign students to write a Kialo discussion instead of an essay - or use Kialo discussions to outline larger writing projects. Kialo's argument-tree structure leads students to consider counter-arguments, develop a logical outline of their argument, and visualize how their ideas fit together.

Write a discussion for your students to explore, and set out content in a clear and easy format. Link to additional sources and reading, challenge students to add arguments or question concepts.

How does Kialo work?

With Kialo, discussions and debates are clearly visualized as an interactive tree of pro and con arguments. At the top of every discussion is the thesis, which is supported or challenged by pro and con claims. Each one of these claims can in turn branch into subsequent claims that support or challenge them.

All discussions are private and can only be seen by those you choose to share them with. To start a discussion with your students, simply write a brief description and a thesis (or theses). Share the discussion with your whole class, or divide students into smaller groups.

Each claim has a comment section underneath that allows you to give students feedback, suggest improvements, and ask questions without cluttering the surface of the discussion. Similarly, students can easily collaborate with each other to improve their arguments, examples, and phrasing.

You can set up teams for each of your classes to easily share and organize the content you want your students to see. All content on Kialo-Edu.com is private, accessible only to the people you share it with.

These features are just a small fraction of what you can do with Kialo.
Find the application that works best with your teaching style.

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Kialo Edu - The tool to teach critical thinking and rational debate

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Kialo is a free tool used by educators world-wide to teach critical thinking, facilitate rational classroom debate and explain controversial issues.

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Take part in our first-ever Virtual Spotlight

On the night of Earth Hour, we'll be posting a must-watch video on all our social media pages - and all you have to do is share it, and encourage your students to do the same! Share it to your Stories or to your wall, re-Tweet it, DM-it, @tag others in the comments, send it via email - the choice is yours!

Learn more about the Earth Hour Virtual Spotlight .

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Take part in our first-ever Virtual Spotlight On the night of Earth Hour, we'll be posting a must-watch video on all our social media pages - and all you have to do is share it, and encourage your students to do the same!

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I can create an ecology calendar. Within the scope of this calendar, I can organize poster design competitions, logo design competitions, scratch animation competition, scratch game competition. While doing these studies, I can expand my area of influence by getting help from other teachers.

https://twinspace.etwinning.net/148402/pages/page/1297805

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K201 için güzel bir proje fikri, okul projesi de yapılabilir

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K201 için güzel bir proje fikri, okul projesi de yapılabilir

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UNESCO, Sürdürülebilir Kalkınma için Eğitimin 2025 yılına kadar tüm eğitim sistemlerinin temel bir bileşeni olması için çağrıda bulundu ve bu yılki Berlin Sürdürülebilir Kalkınma için Eğitim Deklarasyonu hükümetlerin bu konudaki kararlılığını gösterdi. Özellikle Avrupa , Avrupa Yeşil Anlaşması ile dünyanın ilk iklim nötr kıtası olmak için çabalıyor .

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Why Sustainable Schools? - Green Schools Alliance

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Ekoloji bir seçim değil, yaşam tarzımız olmalı

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Ekoloji bir seçim değil, yaşam tarzımız olmalı

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Viewpoints ›

Teaching about the environment: "There ain't no such thing as a free lunch"

Image: goodluz / Shutterstock.com

A changing lifestyle and consumerist attitude - the urge to have more, better, newer - make it necessary to update teaching about the environment and climate change. Learning approaches need to highlight the interaction between man and environment - to show how important a role each of us plays and what the consequences of our actions are. Anna Rabajczyk, from the University of Bielsko-Biala, argues that a new educational paradigm is important both for ourselves and for the places where we live.

From every side we are flooded with information - with photos and films showing the quality and condition of the environment. But society is indifferent to such forms of communication. There is just too many of it. According to Eurobarometer 2017 data, more than nine in ten respondents (94%) say that the protection of the environment is important to them personally, and among these, more than half (56%) say it is very important. However, the most important question was not asked: what can they do to protect the environment - without coercion, and every day?
Image: A.Rabajczyk. Water around us - learning from an early age.
Students of environmental protection or environmental engineering, or people with education in the direction of environmental management, often say that it is just a job - that they do not pay attention to the environment in everyday life. However, when looking for sources of savings, they are ecological. They install devices that use renewable energy resources or generate less waste because they buy less.

Of course, there are groups that are involved ecologically, but in the era of environmental change, this is not enough. It is necessary to engage each of us, regardless of our age and location. Therefore, environmental education must be adapted to what is important to people - in other words, what is important to us: money (let's talk openly), health, cleanliness of the places where we live or where we go to relax. We do not want to smell the unpleasant odour of rubbish; we want to have healthy food and clean water. The task of education is, therefore, to shape attitudes to connect these two worlds - the needs of everyday life and ecology.
Image: Krzysztof Chrzan, PhD Student. Equipment for river testing.
Just talking about the need to protect the environment does not achieve anything. Talking about future generations also gets us nowhere. We need to show here and now how smog affects health, show the impact of our actions and decisions regarding our lives and finances. "There ain't no such thing as a free lunch" must be the guiding principle of meetings in the field of environmental protection.

You have to show through experiment what changes are taking place in the environment, what changes are happening inside us due to air pollution and climate change, and you have to show the way out. For example, the destruction of building facades, agricultural machines and cars caused by air pollution must be shown and compared with expenses for repair and renovation. Dirty and damaged clothes, skin problems and breathing difficulties must be balanced against drug costs, weakness and disease. There must be simple information: action - effect; pollute - you bear the consequences.

Shaping ecological responsibility cannot be selective, implemented in selected lessons from time to time or within "Green Schools" and additional activities meant only for a few people. The best solution would be to create an interdisciplinary programme implemented throughout the school year, combining knowledge from various fields, including practical classes, projects and cooperation with other schools and domestic or foreign centres.

Ecology must become our nature, not a choice.
Anna Rabajczyk is a professor at the University of Bielsko-Biala in Poland. As a Member of the Polish Ecology Club, she participated in the creation of various educational programmes. She has extensive teaching experience and deals with issues related to environmental engineering, chemical transformation under various environmental conditions, biotechnology and nanotechnology.

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Teaching about the environment: "There ain't no such thing as a free lunch"

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Viewpoints › Teaching about the environment: "There ain't no such thing as a free lunch" Image: goodluz / Shutterstock.com A changing lifestyle and consumerist attitude - the urge to have more, better, newer - make it necessary to update teaching about the environment and climate change.

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Okullarınızı daha sürdürülebilir ve iklim dostu hale getirmek istiyorsanız bu rehber tam size göre !

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Okullarınızı daha sürdürülebilir ve iklim dostu hale getirmek istiyorsanız bu rehber tam size göre !

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I live in Isparta, one of the cities in Turkey known as the region of lakes. There are many precious lakes around us. Salda lake, which is likened to the surface of Mars, Eğirdir lake, which meets the drinking water of the city, and Gölcük lake, which is a natural wonder as a crater lake, are some of them. Our students have visited these lakes, which are easily accessible, many times. They see by experience how our lakes, which are a source of fresh water, are withdrawn day by day. Those whose families are engaged in agriculture tell their problems to their classmates. This is a great project topic for us.
1-The problem is observed at the site with trip-observation
2-Water ambassadors game is played by students
3- Water footprint calculation is done
4- Poster designs that draw attention to the subject are made
5-Projects that draw attention to the importance of recycling are made

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I live in Isparta, one of the cities in Turkey known as the region of lakes. There are many precious lakes around us. Salda lake, which is likened to the surface of Mars, Eğirdir lake, which meets the drinking water of the city, and Gölcük lake, which is a natural wonder as a crater lake, are some of them. Our students have visited these lakes, which are easily accessible, many times. They experience how our lakes, which are a source of fresh water, are withdrawn with each passing day. Those whose families are engaged in agriculture tell their problems to their classmates. This is a great project topic for us.
1-The problem is observed at the site with trip-observation
2-Water ambassadors game is played by students
3- Water footprint calculation is done
4- Poster designs that draw attention to the subject are made
5-Waste recycling seminars are organized to draw attention to the importance of recycling.
6-A project competition on the subject of zero waste is held at the school.

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Sanal okul değişimi Go! Global, öğrencilere ulusal sınırların ötesinde farklı konulardaki deneyimlerini ve düşüncelerini paylaşma imkanı veren sanal bir okul değişim programıdır. Program dünya çapındaki okullara hitap eder ve böylece küresel düzeyde değerli bir değişime katkıda bulunur. Kendin Yap kılavuzu için buraya tıklayın: www.esd-expert.net/go-global-diy-manual Sanal topluluklar için buraya tıklayın: www.esd-expert.net/go-global-virtual-communities Daha Fazla Bilgi:http://esd-expert.net/go-global-virtu...

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What is it? Experiences Activities How to start your own? GO! GLOBAL Team History of the program Action planning Evaluation Inspirational questions Participants' voices AHA!!! Challenges Vision Video Conferences Mystery Video Photo Collages Philosophy Interactive Presentations Website & Letter GO...

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I am an IT teacher. Sustainability issues are not included in my course curriculum. However, in most of my classes, I have the chance to have my students do activities on sustainability. I teach my students about coding, 3d design, STEM etc. I have trainings. At the end of these trainings, I want them to prepare the project subjects I want on ecology and sustainability. That's why I always include it in my lessons.

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Netflix, Milletlerarası Ticaret Odası (ICC) Türkiye Milli Komitesi ve Habitat Derneği ortaklığında yürütülen Geleceğin Ekranı projesi, dijital okuryazarlık ve dijital ebeveynlik anlayışının toplum geneline yayılması ve genç nesillere bilinçli içerik tüketim alışkanlıkları kazandırılmasına yönelik güzelbir eğitim daha tamamlandı

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Şule ŞENOL- İTO ŞEHİT MUSTAFA GÖZÜTOK ORTAOKULU- ISPARTA

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Şule ŞENOL- İTO ŞEHİT MUSTAFA GÖZÜTOK ORTAOKULU- ISPARTA

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Merhaba ben Şule. Isparta da İTO Şehit Mustafa Gözütok Ortaokulunda bilişim teknolojileri ve yazılım öğretmeni olarak çalışıyorum. Aynı zamanda DENEYAP Atölyesinde tasarım üretim, kodlama-robotik ve nesnelerin interneti eğitimlerini vermekteyim. Proje yürütmeyi, projelerde yer almayı, eğitim vermeyi- almayı, bisiklete binmeyi, doğa yürüyüşü yapmayı, ağaç dikmeyi çok seviyorum.

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T.C. MİLLÎ EĞİTİM BAKANLIĞI ISPARTA / MERKEZ / İstanbul Ticaret Odası Şehit Mustafa Gözütok Ortaokulu

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İklim Değişikliğine Dikkat Çekmek İçin Seminer Düzenledik

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T.C. MİLLÎ EĞİTİM BAKANLIĞI ISPARTA / MERKEZ / İstanbul Ticaret Odası Şehit Mustafa Gözütok Ortaokulu

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Şule Şenol- İTO ŞEHİT MUSTAFA GÖZÜTOK ORTAOKULU-ISPARTA

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Şule Şenol- İTO ŞEHİT MUSTAFA GÖZÜTOK ORTAOKULU-ISPARTA

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Öğrencilerimizle arıların besin kaynağı olarak tercih ettikleri bitkileri, kendi hazırladığımız saksılara diktik.

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İklim değişikliğine dur demek için bitki yetistiriyorum

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Addressing the Global Climate Crisis in Your Classroom – 2021 Edition 

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Addressing the Global Climate Crisis in Your Classroom – 2021 Edition 

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"Sınıfınızda Küresel İklim Krizinin Ele Alınması – 2021 Sürümü" kursunun tüm modüllerini başarıyla tamamlanmıştır. Bu eğitimde iklim krizinden yola çıkarak yürüttüğümüz İklim Ekibi eTwinning projemizde yürüttüğümüz çalışma planını paylaştım. Planımı değerlendiren eğitimcilerden güzel dönütler almak beni sevindirdi.

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Şule ŞENOL- İTO ŞEHİT MUSTAFA GÖZÜTOK ORTAOKULU-ISPARTA

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Şule ŞENOL- İTO ŞEHİT MUSTAFA GÖZÜTOK ORTAOKULU-ISPARTA

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Öğrencilerimizden Naz, arkadaşlarına iklim değişikliği konusundaki düşüncelerini sordu.

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Proje sürecinin değerlendirildiği, son görevlendirmelerin yapıldığı güzel bir webinar oldu.

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Şule ŞENOL- İTO ŞEHİT MUSTAFA GÖZÜTOK ORTAOKULU-ISPARTA

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Şule ŞENOL- İTO ŞEHİT MUSTAFA GÖZÜTOK ORTAOKULU-ISPARTA

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Şule Şenol-İTO ŞEHİT MUSTAFA GÖZÜTOK ORTAOKULU-ISPARTA

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Şule Şenol-İTO ŞEHİT MUSTAFA GÖZÜTOK ORTAOKULU-ISPARTA

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Şule ŞENOL-İTO Şehit Mustafa Gözütok Ortaokulu-ISPARTA

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Şule ŞENOL-İTO Şehit Mustafa Gözütok Ortaokulu-ISPARTA

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Fikir, kurgu, takım çalışması ve yoğun bir işbirliğinin ürünüdür.

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Öğrencilerimiz iklim değişikliği konusunda etkileşimli oyunlar hazırlıyor arkadaşlarının dikkatlerini çekmeye çalıştılar. İngilizce ve Türkçe hazırladıkları oyunlarda iklim değişikliğinin sebepleri, sonuçları etkilerine dikkat çektiler. Oyun linklerine buradan ulaşabilirsiniz.

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Öğrencilerimiz iklim değişikliği konusunda etkileşimli oyunlar hazırlıyor arkadaşlarının dikkatlerini çekmeye çalıştılar. İngilizce ve Türkçe hazırladıkları oyunlarda iklim değişikliğinin sebepleri, sonuçları etkilerine dikkat çektiler. Oyun linklerine buradan ulaşabilirsiniz.

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Proje sürecinin değerlendirildiği, son görevlendirmelerin yapıldığı güzel bir webinar oldu. add

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Şule Şenol- İTO ŞEHİT MUSTAFA GÖZÜTOK ORTAOKULU- ISPARTA

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Şule Şenol- İTO ŞEHİT MUSTAFA GÖZÜTOK ORTAOKULU- ISPARTA

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Ceylin

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iklim ekibi öğrenci değerlendirmesi- Ceylin

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Şule Şenol- İTO ŞEHİT MUSTAFA GÖZÜTOK ORTAOKULU- ISPARTA

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Şule Şenol- İTO ŞEHİT MUSTAFA GÖZÜTOK ORTAOKULU- ISPARTA

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Mevlüde

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Şule Şenol- İTO ŞEHİT MUSTAFA GÖZÜTOK ORTAOKULU- ISPARTA

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Şule Şenol- İTO ŞEHİT MUSTAFA GÖZÜTOK ORTAOKULU- ISPARTA

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Naz

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iklim ekibi öğrenci değerlendirmesi -Naz

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Niğde Özel Akkol Okulları öğrencileri ile okulumuz öğrencileri bir araya gelerek iklim değişikliğine etki eden etmenler ve sonuçları hakkında simülasyon çalışması ortaya koydular.

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Şule ŞENOL- İTO Şehit Mustafa Gözütok Ortaokulu- ISPARTA

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Şule ŞENOL- İTO Şehit Mustafa Gözütok Ortaokulu- ISPARTA

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Şule ŞENOL- İTO ŞEHİT MUSTAFA GÖZÜTOK ORTAOKULU- ISPARTA

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Şule ŞENOL- İTO ŞEHİT MUSTAFA GÖZÜTOK ORTAOKULU- ISPARTA

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Muhteşem bir ekiple yürütülen, doyumsuz bir projenin sonuna gelirken, yeni projelerde birlikte çalışmak ümidi ile diyoruz.

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İKlim Ekibi E Twininnig Projesi ÖN Test Raporu

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Publishing platform for digital magazines, interactive publications and online catalogs. Convert documents to beautiful publications and share them worldwide. Title: İKlim Ekibi E Twininnig Projesi ÖN Test Raporu, Author: Sule Senol, Length: 12 pages, Published: 2022-01-17

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İKLİM EKİBİ eTWINNING PROJESİ MÜFREDAT ENTEGRASYONU

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İKlim Ekibi E Twininnig Projesi Son Test Raporu

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Publishing platform for digital magazines, interactive publications and online catalogs. Convert documents to beautiful publications and share them worldwide. Title: İKlim Ekibi E Twininnig Projesi Son Test Raporu, Author: Sule Senol, Length: 11 pages, Published: 2022-01-28

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Publishing platform for digital magazines, interactive publications and online catalogs. Convert documents to beautiful publications and share them worldwide. Title: İKli̇m Eki̇bi̇ Katilim Belgeleri̇, Author: Sule Senol, Length: 81 pages, Published: 2022-01-17

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Şule ŞENOL- İTO Şehit Mustafa Gözütok Ortaokulu-ISPARTA

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Şule ŞENOL- İTO Şehit Mustafa Gözütok Ortaokulu-ISPARTA

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İklim Ekibi E Twinning Projesi Öğretmen Değerlendirmesi