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Arșaluis - Luiza Rîpeanu, Liceul Tehnologic "Lazăr" Edeleanu Năvodari Romania

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Arșaluis - Luiza Rîpeanu, Liceul Tehnologic "Lazăr" Edeleanu Năvodari Romania

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The project was integrated into the highschool curriculum as part of the topic: Environment. The topic interrelates to climate change and environmental changes and issues which are generated from climate change.

Textbook: CAE Gold Plus, Longman and Life Advanced, National Geographic Learning

Advanced level (11th grade) / Unit: Close to Nature

Topic: Environment

Title: Environmental issues

Skills: listening, speaking, reading

Theme: Public domain. Aspects of contemporary life: ecology, strategies of using the resources

Objectives (the Ss will be better able to):

use their speaking abilities

form new word with suffixes and prefixes

identify animals which are in danger of extinction and the main reasons (over farming, deforestation, pollution, excessive and illegal hunting)

answer the questions on an information sheet

use words to fill a blanked text

Warm up:

T writes on board: extinction

Check if Ss know the meaning of the word.

Ask Ss to say words which they think are related to this word.

Checking homework:

T asks Ss to read/say what they found on internet related to pollution and deforestation.

Teaching lexis:

Terms related (pictures) - PPT

Deforestation - Chop down - Over farming

Die out - Fossil fuels

CO2 emissions - Ozone layer - Acid rain - Global warming

Renewable energy - Reusable

Sewage - Sludge - Toxic waste

Elicit some of them, it depends on the level of the Ss.

Speaking:

Discuss about environmental damage. (video – plastic waste)

The T asks the Ss’ opinion about the images in the material.

They write different solutions for protecting the environment. Then they read them aloud.

Watching a video:

Galapagos energy (video)

Before watching – 1, 2 – p.91

While-watching – 3, 4, 5, 6 – p.91

After watching – 7, 8 – p.91

Speaking:

Discuss about Galapagos island and the problems related to it.

Identify the situations which could prevent the destruction of the area.

Ss speak about problems identified in the video material.

Writing:

The Ss are asked to write a solution to problems essay (100-150 words) beginning with the following words: I think that people are responsible for protecting the animals which are extinct and they can help them.

Level: Upper-Intermediate (10th Grade)

DESCRIPTION OF UNIT 13: “NATURAL WONDERS”

from FIRST CERTIFICATE GOLD COURSEBOOK

GRAMMAR: so, such, too, enough, very (  p. 150 )

VOCABULARY: animals (p. 156 ), the natural world ( p. 162 )

READING: “The unexplained power of animals” ( p. 154 ), vocabulary: phrasal verbs, exam focus: multiple matching “Tsunami!” ( p. 160 )

WRITING: informal letter ( p. 164 )

USE OF ENGLISH: multiple choice cloze ( p. 157 ),”The end of the rainbow” – error correction ( p. 164 )

LISTENING: “Charlotte Uhlenbroek” sentence completion ( p. 158 )

SPEAKING:  Why people keep pets – discussion (p. 156), Quiz: “How much do you know about the world around you?” (p. 159 ), individual long turn ( p. 163 )

OBJECTIVES:

1. to create interest in the topic of natural wonders

2. to complete an exam-style task ( listening – sentence completion )

3. to role-play an interview with a famous conservationist

4. to practice vocabulary related to natural wonders.

GENERAL OBJECTIVE:

To develop speaking skills; to reinforce the vocabulary on the topic

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Alina Bulgariu "Lazar Edeleanu" Technological High School Navodari, Romania

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Alina Bulgariu "Lazar Edeleanu" Technological High School Navodari, Romania

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Students are asked to introduce themselves using avatars and make them speak with their own language; students are able to write short paragraphs about their love for the nature; students will be able to describe future plans and arrangements; students will be able to write a comment on a topic via social media; we collaborated with ICT teacher to design posters and banners; develop of the oral communication skills by making oral exercises:  telling the climate, environmental and recycling slogans or expressing their opinions after investigation and using  reflection method, working for self – promotion, carbon footprint and poetry video.

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Fikret AKÇA- Canik Türk Telekom Vocational High School-Samsun-English Teacher

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Fikret AKÇA- Canik Türk Telekom Vocational High School-Samsun-English Teacher

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1. E9.1.L1 students are asked to identify themselves by making avatar and make them speak with their own language.
2. E9.1.P1.  A-1 students recognize the pronounciation of simple words related with introducing yourself.
3. E9.1.S1. students will be able to introduce themselves and their families.
4. E9.1.W1. students wil be able to write simple sentences and phrases ( a postcard, an e- mail, or a hotel registration form.)
5. E9.4.W2. students will be able to write a short paragraph about love for nature.
6. E9.9.S2. students will be able to describe future plans and arrangements.
7. E9.10.S1.  students will be able to make predictions about the future.
8. E9.10.W1 students will be able to write a comment on a topic via social media

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Ayşe Öztürk / Btso Alı Osman Sonmez Socıal Scıences Hıgh School 

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Ayşe Öztürk / Btso Alı Osman Sonmez Socıal Scıences Hıgh School 

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A-1. Students are asked to write an essay about social change, technology and how social media affects language. The use of Web2 tools, the use of social media, poster design studies are carried out. A.2. It determines the subject, theme, main idea, purpose and target audience according to the type of text. B.3.
Makes preparations for writing. B.4. Plans the text to be written. B.5. Writes in accordance with the structure properties specific to the text type.
He works on preparing slogans, making cartoon speeches, writing poems and letters. The subject of the conversation
determines its purpose, target audience and type. C.1. 3. Makes observations, examinations or research on the subject. C.1. 4. Plans the speech text. C.1. 5. Prepares speaking cards in accordance with the speaking plan. C.1. 6. Prepares visual and auditory tools to be used in his speech. C.1. 7. Prepares a presentation suitable for his/her speech. C.1. 8. Rehearses speaking. C.1. 9. Speaks with attention to choke, stress, intonation, and pause. Prepares and speaks speeches for oral presentation videos. He works for self-promotion, carbon footprint and poetry video. Students are asked to write a poem based on the style of one of the poems they have studied. Acrostic poetry work is done. C.1. 11. He/she uses body language correctly and effectively in his/her speech.
Makes oral expression exercises. Students are asked to write a speech text based on a current topic. Prepares recycling, environment and climate slogans and designs posters.

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İlknur BİRER-Canik Türk Telekom Vocational High School/Samsun/Literature Teacher

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İlknur BİRER-Canik Türk Telekom Vocational High School/Samsun/Literature Teacher

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A-1. Students are asked to write an essay about social change, technology and how social media affects language. The use of Web2 tools, the use of social media, poster design studies are carried out. A.2. It determines the subject, theme, main idea, purpose and target audience according to the type of text. B.3.
Makes preparations for writing. B.4. Plans the text to be written. B.5. Writes in accordance with the structure properties specific to the text type.
He works on preparing slogans, making cartoon speeches, writing poems and letters. The subject of the conversation
determines its purpose, target audience and type. C.1. 3. Makes observations, examinations or research on the subject. C.1. 4. Plans the speech text. C.1. 5. Prepares speaking cards in accordance with the speaking plan. C.1. 6. Prepares visual and auditory tools to be used in his speech. C.1. 7. Prepares a presentation suitable for his/her speech. C.1. 8. Rehearses speaking. C.1. 9. Speaks with attention to choke, stress, intonation, and pause. Prepares and speaks speeches for oral presentation videos. He works for self-promotion, carbon footprint and poetry video. Students are asked to write a poem based on the style of one of the poems they have studied. Acrostic poetry work is done. C.1. 11. He/she uses body language correctly and effectively in his/her speech.
Makes oral expression exercises. Students are asked to write a speech text based on a current topic. Prepares recycling, environment and climate slogans and designs posters.

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Fidan Cebesoy/Maltepe Girl Anatolian Imam Hatip High School

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Fidan Cebesoy/Maltepe Girl Anatolian Imam Hatip High School

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Mathematics Discipline
9.3.5.1 Solves problems using ratio-proportion concept.
In the designed logo and poster works; Our students were provided to reinforce this achievement by placing the visuals and texts they would place on the paper in a certain ratio.

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Fidan Cebesoy/ Maltepe Girl Anatolian Imam Hatip High School

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Fidan Cebesoy/ Maltepe Girl Anatolian Imam Hatip High School

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Literary Discipline
 9th Grade B.2-B.12. Story Writing Practice:
Story writing exercises suitable for their characteristics. Determines the subject, theme, main idea, purpose and target audience according to the type of text to be written. Makes preparations for writing. Plans the text to be written. Writes in accordance with the structure properties specific to the text type.
 A.2. 5. Determines the plot of the text. In the narrative texts, the relationship and arrangement of the events with each other are emphasized. The story is written with a story jumper in accordance with the outcome.

A.1.3-A.1.4-A.1.6-A.1.1 Identifies the features/elements that provide harmony in poetry.
Acrostic poem was written in the name of our Project in accordance with this achievement.
 A.1. 7. Identify national, spiritual and universal values ​​and social, political, historical and mythological elements in poetry.
 A.1. 10. Evaluates the relationship between poet and poetry.
A.2. 11. Identify national, spiritual and universal values ​​and social, political, historical and mythological elements in the text. a. In the text, the elements that reflect the reality of the period in which the text was written and/or the relationship of the text with the reality of the period are mentioned.

C) ORAL COMMUNICATION
1. TALK
2. The achievements of the listening subjects were associated with the students' self-expression and listening to the other party in the Webinars.
A.2. 3. Determines the theme and subject of the text. It has been associated with the preparation of news in e-journals.

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Fidan Cebesoy/ Maltepe Girl Anatolian Imam Hatip High School

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Fidan Cebesoy/ Maltepe Girl Anatolian Imam Hatip High School

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Fidan Cebesoy/ Maltepe Girl Anatolian Imam Hatip High School

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Fidan Cebesoy/ Maltepe Girl Anatolian Imam Hatip High School

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Students Introducing Themselves
The first thing our students did was create an avatar with the bitmoji application, design their own avatars using Chatterpix and introduce themselves.
literature class
 Speech Appropriate for Pronunciation (Diction)
Practice speaking skills.
Information Technologies Discipline
' Uses information technologies effectively and in accordance with its purpose.''

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Fidan Cebesoy/ Maltepe Girl Anatolian Imam Hatip High School

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Fidan Cebesoy/ Maltepe Girl Anatolian Imam Hatip High School

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Acrostic work with the name of the project
 In the work of 'Acrostic with the Name of the Project'; Each school in the project took 2-3 letters to create a poem.
Turkish Language and Literature Discipline
"Determines the theme of the poem."
“Identifies the features/elements that provide harmony in poetry.”

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Fidan Cebesoy/ Maltepe Girl Anatolian Imam Hatip High School

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Fidan Cebesoy/ Maltepe Girl Anatolian Imam Hatip High School

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In the logos, posters and picture collages designed by our students;
Visuals Discipline
10.1.2 "Ratio - proportion"
Calculates the ratio of parts to the whole.

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Fidan Cebesoy/ Maltepe Girl Anatolian Imam Hatip High School

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Fidan Cebesoy/ Maltepe Girl Anatolian Imam Hatip High School

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Fidan Cebesoy/ Maltepe Girl Anatolian Imam Hatip High School

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Fidan Cebesoy/ Maltepe Girl Anatolian Imam Hatip High School

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Fidan Cebesoy/ Maltepe Girl Anatolian Imam Hatip High School

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Fidan Cebesoy/ Maltepe Girl Anatolian Imam Hatip High School

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Fidan Cebesoy/ Maltepe Girl Anatolian Imam Hatip High School

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Fidan Cebesoy/ Maltepe Girl Anatolian Imam Hatip High School

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Fidan Cebesoy/ Maltepe Girl Anatolian Imam Hatip High School

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Fidan Cebesoy/ Maltepe Girl Anatolian Imam Hatip High School

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Fidan Cebesoy/Maltepe Girl Anatolian Imam Hatip High School

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Fidan Cebesoy/Maltepe Girl Anatolian Imam Hatip High School

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Çağdaş AYMER-Toroslar Mimar Sinan Vocational and Technical Anatolian High School-MERSİN

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Çağdaş AYMER-Toroslar Mimar Sinan Vocational and Technical Anatolian High School-MERSİN

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TD.11.3.2. Conscious Consumer Arithmetic
TD.11.3.2.1. It creates an individual, family and institution budget, taking into account income-expenses. The budget of the individual, family, institution or a project is made by considering the incomes and expenses.
9.5.2.2. Interpret data sets that reflect real-life situations by representing them with appropriate chart types. ç) In order to raise awareness of saving, graphics are created by using data on topics such as bread waste and water waste.
9.3.2.3. Solves problems involving periodically recurring situations in real life.
TD.12.2.1.1. Solves statistical problems related to real-life situations.
a) Data collection, arrangement, representation and interpretation stages are included. c) While choosing the problems, issues such as environmental awareness and reading habits that can improve social sensitivity are also included.9.2.1.2. It performs operations using the subset.
a) The concept of subset and its features are discussed. b) Real-life examples of the concept of subset are given.

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R. Gülcan ŞEN- Atatürk Vocational and Technical Anatolian High School / Samsun Project Activities Related to Child Development and Education Department Curriculum

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R. Gülcan ŞEN- Atatürk Vocational and Technical Anatolian High School / Samsun Project Activities Related to Child Development and Education Department Curriculum

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1. Evaluate the waste materials by using them creatively. a. It creates creative three-dimensional products from residual materials. b. Now he makes collage work using papers.
c. Now he makes poster work using papers. 2.Designs educational toys from different products and materials.
 a. Designs educational toys suitable for the subject he wants to draw attention to. b. Designs toys about endangered animals and plants. 3. Prepares an activity plan in early childhood institutions. a. Prepares activities related to recycling
 b.Prepares an activity plan to draw attention to environmental pollution. c.Prepares an activity plan regarding the disturbing issues around him d. Prepares an activity plan for environmental protection. e.Prepares a natural field trip plan related to nature f.Prepares an activity plan to draw attention to climate change. g. Prepares an activity plan for what to do during a disaster. 4. Dramatizes the subject about the environment and nature that he wants to draw attention to. a. Prepares dramatization about endangered animals. b.Prepares a dramatization about protecting the environment and nature. c. Prepares a dramatization about what to do during a disaster. 5. Gives examples of adverse environmental conditions. a.Explains the effects on children. b. Gives examples of negative environmental conditions c. Tells the effects of negative environmental conditions on children d. Gives examples of child-friendly environments