# data[].attributes.attachment_link.readable_text
To print the story please do so via the link in the story toolbar.

Ayşenur Köksoy

Hello everybody, I have been an English teacher for about 15 years. I love studying and learning with children and witnessing their happiness when they achieved. Also, I am so happy to be a part of this project that will teach lots of things to me and my students about life.

Hello my friends. I am Alper CAN. I have been teaching children between the ages of 7-11 for 16 years. I teach 1st grades at Hocacihan Hüseyin Yıldız Primary School. I am from Konya, Turkey.

Olivera Koteva

I am librarian in my Primary School ,,Petar Pop Arsov"-Skopje , North Macedonia. This is my Library Section and we are looking forward to colaborate and working with all of you on this project.

Tuğba Duyurucu

Zeki Altındağ Primary School

Hi my dear friends,my name is Tuğba Duyurucu.I'm from Turkey.I have been teaching children aged 7-11 for 16 years.I want children to gain academic success and prepare them for life.I apply project-based training in my classroom.I am very excited to work with you.

Hediye Gül Polat

Mehmet Hasan Sert Primary School

Hi I am from Turkey.I am a primary school teacher.I love children and animals.

Hello my friends. I am Abdullah DOĞDU. I have been teaching children between the ages of 7-11 for 16 years. I teach 1st grades at Cengiz Topel Primary School. I am from Konya, Turkey. I am happy to be a part of this meaningful project. I wish good work to all my friends.

Hi Dear Friends. I am Demet Çetin Çağrıcı from Turkey. I'm a vice-principal at Sarıt Primary School.

"G.Deledda" dpt of "J.Stella" Muro Lucano - Italy

Hello dear friends! I am Filomena from Italy. I am an English teacher. My students are 11-14. I like teaching and suggest new ways to my students about new digital age. I am very happy to be involved in this project and hope to do a good work.

Mehmet Güler

Kızlar Primary school

I am from Şanlıurfa, normally I graduated from the department of chemistry teaching , but I received a certificate and became a primery school teacher, I did not switch to a branch because I loved children, I am an administrator now, , I hope it will be an enjoyable project work. I am very happy to work with you.

Nurdan Emir

Mehmet Hasan Sert Primary School

Hi my dear friends,my name is Nurdan Emir. I'm from Turkey.I want children to gain academic success and prepare them for life.I apply project-based training in my classroom. My aim is to raise innovative,humanist,sharing children.

Recep Mutlu

Osman Gazi Primary School

Hello from Turkey.I am Recep Mutlu and l have been teaching English for 17 years.I try to open new horizons for my students.That's why l particapate in e-Twinning projects.

Ayşenur Köksoy

Hello everybody, I have been an English teacher for about 15 years. I love studying and learning with children and witnessing their happiness when they achieved. Also, I am so happy to be a part of this project that will teach lots of things to me and my students about life.

Hello my friends. I am Alper CAN. I have been teaching children between the ages of 7-11 for 16 years. I teach 1st grades at Hocacihan Hüseyin Yıldız Primary School. I am from Konya, Turkey.

Olivera Koteva

I am librarian in my Primary School ,,Petar Pop Arsov"-Skopje , North Macedonia. This is my Library Section and we are looking forward to colaborate and working with all of you on this project.

Tuğba Duyurucu

Zeki Altındağ Primary School

Hi my dear friends,my name is Tuğba Duyurucu.I'm from Turkey.I have been teaching children aged 7-11 for 16 years.I want children to gain academic success and prepare them for life.I apply project-based training in my classroom.I am very excited to work with you.

Hediye Gül Polat

Mehmet Hasan Sert Primary School

Hi I am from Turkey.I am a primary school teacher.I love children and animals.

Hello my friends. I am Abdullah DOĞDU. I have been teaching children between the ages of 7-11 for 16 years. I teach 1st grades at Cengiz Topel Primary School. I am from Konya, Turkey. I am happy to be a part of this meaningful project. I wish good work to all my friends.

Hi Dear Friends. I am Demet Çetin Çağrıcı from Turkey. I'm a vice-principal at Sarıt Primary School.

"G.Deledda" dpt of "J.Stella" Muro Lucano - Italy

Hello dear friends! I am Filomena from Italy. I am an English teacher. My students are 11-14. I like teaching and suggest new ways to my students about new digital age. I am very happy to be involved in this project and hope to do a good work.

Mehmet Güler

Kızlar Primary school

I am from Şanlıurfa, normally I graduated from the department of chemistry teaching , but I received a certificate and became a primery school teacher, I did not switch to a branch because I loved children, I am an administrator now, , I hope it will be an enjoyable project work. I am very happy to work with you.

Nurdan Emir

Mehmet Hasan Sert Primary School

Hi my dear friends,my name is Nurdan Emir. I'm from Turkey.I want children to gain academic success and prepare them for life.I apply project-based training in my classroom. My aim is to raise innovative,humanist,sharing children.

Recep Mutlu

Osman Gazi Primary School

Hello from Turkey.I am Recep Mutlu and l have been teaching English for 17 years.I try to open new horizons for my students.That's why l particapate in e-Twinning projects.

# data[].attributes.attachment_link.description
eTwinning Project Ayşenur Köksoy Hello everybody, I have been an English teacher for about 15 years. I love studying and learning with children and witnessing their happiness when they achieved. Also, I am so happy to be a part of this project that will teach lots of things to me and my students about life.

# data[].attributes.attachment_link.description
Created with PictraMap, this travel map with pins shows a trip to Zeki Altındağ Primary School-Osmangazi Primary School-Hocacihan Hüseyin Yıldız Primary School, Mehmet Hasan Sert Primary School, Cengiz Topel Primary School, İçeriçumra Mithat Paşa Primary School, Sarıt Primary School, Kozluca büyük mahalle secondary school, Şehit Ahmet Akyol Primary School, "G.Deledda" dpt of "J.Stella" and Петар Поп Арсов, 6000 Охрид, Kuzey Makedonya!

# data[].attributes.attachment_link.readable_text
Dünyada her yıl meydana gelen farklı doğal afetlere ve bu afetlerin toplumlar üzerindeki etkilerine tanık oluyoruz. Afetlerden en çok etkilenen bireyler ve gruplar çocuklardır. Her yıl milyonlarca çocuk doğal ve insan kaynaklı afetlere maruz kalmakta ve etkilenmektedir.7-11 yaş grubu öğrencilerimizle 3 ülkeden 12 okulla "Life Expectany" okul tabanlı afet eğitimi projesi yürütülmektedir. Projemizin temel çıkış noktası, çocukların hayatlarının her aşamasında karşılaşabilecekleri afetler hakkında farkındalık yaratmaktır.

Çocukların kendi ilgi ve istekleriyle bu çalışmaya katılmalarını sağlamak, böylece araştırmayı ve öğrenmeyi teşvik etmek için "Summerhill" okul modeli uygulanmaktadır.

# data[].attributes.attachment_link.authors[].name
T.C. MİLLÎ EĞİTİM BAKANLIĞI KONYA / SELÇUKLU / Zeki Altındağ İlkokulu

# data[].attributes.attachment_link.title
"Life Expectany" okul tabanlı afet eğitimi projesi

# data[].attributes.attachment_link.description
Dünyada her yıl meydana gelen farklı doğal afetlere ve bu afetlerin toplumlar üzerindeki etkilerine tanık oluyoruz. Afetlerden en çok etkilenen bireyler ve gruplar çocuklardır. Her yıl milyonlarca çocuk doğal ve insan kaynaklı afetlere maruz kalmakta ve etkilenmektedir.7-11 yaş grubu öğrencilerimizle 3 ülkeden 12 okulla "Life Expectany" okul tabanlı afet eğitimi projesi yürütülmektedir.

# data[].attributes.body
Our students will find the motto of our project with the slogans they have prepared. With the slogan work, they will be given the opportunity to develop different perspectives on disasters. With the logo and slogan selections made in the classrooms, the concept of democracy and justice will be mentioned, and the behavior of congratulating their successful friends will be gained.

With the event using waste materials, attention will be drawn to the issue of recycling, emphasizing that this is an important responsibility for everyone.

# data[].attributes.body
This month, there are studies on disasters in the world in classrooms. Thus, awareness of disasters is created in students. The mixed school teams that have been established add their studies about their own groups to google slides. A disaster handbook is prepared with all works.

# data[].attributes.headline
Correct actions to take during an earthquake

# data[].attributes.subject
Correct actions to take during an earthquake

# data[].attributes.headline
We repeated the fire extinguisher rule using Toontastic.

# data[].attributes.subject
We repeated the fire extinguisher rule using Toontastic.

# data[].attributes.headline
We did a firefighter animation using Voki.

# data[].attributes.subject
We did a firefighter animation using Voki.

# data[].attributes.body
After the studies on the earthquake, each class will write a verse in accordance with the letter given in the acrostic poem work.

It will be tried to create a permanent learning environment by making use of the poetry branch of art.

By turning the poem into a clip, it is aimed that they realize their personal general area with their singing, rhythm and creative dance works.

# data[].attributes.body
The "Flood" game will be played in order to repeat what has been learned about the flood.

The questions to be used in the game will be prepared by the students with the participation of each school.

With the game prepared using the Wordwall web2.0 tool, the project will be made fun and the knowledge level of the students will be measured.

With the collaborative work done, communication and cooperation skills will be developed.

# data[].attributes.body
We will watch videos with students about bushfires and the Australian bushfire. We will brainstorm about the benefits of forests.We will prepare our classroom forest by using waste paper in our classroom. We will create our project forest by combining the forests of all classes.

We will raise awareness about the use of waste paper and the evaluation of waste.

# data[].attributes.attachment_link.description
Life ExpectancyWe witness different natural disasters occurring in the world every year and the effects of these disasters on societies.Children are t

# data[].attributes.attachment_link.description
Draw a picture together with your friends in real-time over the internet in your browser

# data[].attributes.body
The poem was written with the participation of the schools. Each school sang its own verse as a song and shot a video. Later, the videos were combined and a clip was made.

# data[].attributes.body
Schools added a favorit event photo.These works were shared month by month and a calendar was made.

# data[].attributes.attachment_link.description
Check out this Calendar designed by Onat Emir.

# data[].attributes.body
Slogans were prepared. Each class shared the slogan they chose. A survey was made to choose the slogan of the project. The letters were shared and written as the motto of the project.

# data[].attributes.attachment_link.title
What do you think should be the slogan of our project? (Sizce projemizin sloganı hangisi olmalı?) - brainstorming and voting | tricider

# data[].attributes.attachment_link.description
Please help us choose the slogan that suits you best for this project.(Lütfen, size göre bu projeye en çok yakışan sloganı seçmemize yardımcı olun.)

# data[].attributes.body
We have prepared pages with mixed country teams.We have prepared a book by combining these pages.

# data[].attributes.attachment_link.description
Life Expectancy Magazine with 12 Pages from abdullah.dogdu.

# data[].attributes.body
I have attached a pdf file so that I can create a ball of materials.

# data[].attributes.headline
Each school wrote and shared important rules about disasters in their own piece.We created the ball by combining them and played various games.

# data[].attributes.subject
Each school wrote and shared important rules about disasters in their own piece.We created the ball by combining them and played various games.

# data[].attributes.headline
We threw the ball into the air, the holding student shouted the rule in front of him. We continued the game by repeating this.

# data[].attributes.subject
We threw the ball into the air, the holding student shouted the rule in front of him. We continued the game by repeating this.

# data[].attributes.attachment_link.title
Life Expectancy eTwinning Project Student Pre-Survey

# data[].attributes.attachment_link.description
The form Life Expectancy eTwinning Project Student Pre-Survey is no longer accepting responses. Try contacting the owner of the form if you think this is a mistake.

# data[].attributes.body
When the table is examined, it has been observed that the level of knowledge of the students about natural disasters, what to do before, during and after the disaster, what it is normal to feel after the disaster, and the disaster risks in the place where they live.

It was observed that the fear of children against disasters decreased, and the numerical value of the answers to the question "Should we be afraid of disasters" decreased from 68% to 25.5%.

At the end of this study, it has been revealed that child-centered, game-playing information is more effective and permanent than the classical narrative method on school-based disaster education.

# data[].attributes.body
It is a social inclusion project for school-based disaster education. It was carried out with 10 partner schools from 3 countries between October 2021 and March 2022. 251 students, 76 of whom were registered in twinspace, participated. The 7-11 age range, when habits are not yet established and permanent behaviors are not fully acquired, is very effective in the future social and academic lives of children. This study; It is thought that it will give different ideas about the development of child-centered disaster management plans for children, including what should be done before, during and after the disaster. The field survey method was used in the study in which the knowledge levels of children in this period about natural disasters were examined. It was made so that they would understand the issue of reducing the risk of disasters and the measures to be taken.

Permanent learning environments have been tried to be created by blending technological and traditional methods for recognizing disasters, displaying the right behaviors during disasters and learning how to adapt to life in the first 72 hours after disaster. .Teacher and student questionnaires made at the end of the trip-observation and examination-oriented studies were compared with the first questionnaires and it was seen that the targets were achieved by evaluating them with a Likert scale.

In the activity plan prepared monthly, natural disasters such as earthquakes, floods and fires, which are common all over the world, are included. The "The Summerhill School" model was applied to encourage children to participate in this study voluntarily, thus encouraging research and learning. The project was introduced and the desired goal was achieved. Information about the target was given. Students were free to participate in the activities, and it was observed that all children were interested in the activities in the future.

Project-curriculum integration has also been made so that the project will run parallel with the curriculum. By establishing our Whatsapp group,the project's communication network has been prepared, and thanks to these, a fast and effective communication has been ensured. In addition, webinars have been organized, forum, chatroom, twinmail, teacher bulletin and the project. Uninterrupted exchange of information was provided by using the diary. Every month, suitable, purpose-oriented, different, impressive, curriculum-friendly, remarkable and student-centered activities were carried out by using web 2.0 tools. Students were given preliminary information about which web 2.0 tools to use. Opinions were taken by conducting a survey.

The project was introduced to the parents and students. In addition, permission petitions were obtained from our parents, attention was paid to copyrights, the faces of the students were hidden in the event pictures and videos, and e-security rules were followed throughout the project. All kinds of designs prepared by the students were selected by conducting democratic participation events, and they also promote democracy and human rights. emphasis has been placed. The activities were completely student-centered. The activities included in the project were selected and implemented by the teachers of each class in accordance with the physical structure and facilities of the schools, the cultural structure and traditions of the living environment. The digital competencies of the students were developed with the different web2.0 tools used in the activities. Boards were prepared in schools, local news were made, important events were shared on school websites and teachers' facebook accounts, paying attention to e-security rules.

llaborative products of the project are calendar work, acrostic earthquake poetry, project motto, disaster ball and disaster handbook.
In the project, pedagogical methods such as question-answer, brainstorming, drama, concept maps, travel-observation were used, and collaborative, student-centered, critical and creative learning environments were included.
At the end of the project:
1. It has been observed that the awareness of children about pre-disaster, moment of disaster and post-disaster behaviors is created, and the fear of disaster is minimized by emphasizing that the damages of disasters can be prevented by taking precautions.
2. The collaborative work of the students was supported with the group work and it was observed that their communication skills improved.
3. The way for students to be curious, inquiring, inquiring, researching and solution-producing individuals has been paved.
4.Creative and critical thinking abilities of the students were emphasized and their imaginations were supported. By including daily life skills activities, knowledge, skills, attitudes and behaviors were developed.
5. As a result of joint studies, cooperation and sharing with European schools, the awareness of being a citizen of the world has been created in all children.
6. With the web2.0 tools used, the digital competencies of the students have been developed. By providing information about the correct use of technology and safe internet, awareness has been created with the “Safe internet” activities. 21st century skills have been tried to be gained to the students.
7. The teachers were encouraged to continue their professional development throughout the project. In addition, their competencies were developed in in-class and extracurricular activities.

# data[].attributes.headline
We played game with the naturel disasters ball.

# data[].attributes.subject
We played game with the naturel disasters ball.