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

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.

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.

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

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.

       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.