Creativity: Producing innovative solutions to environmental problems, creating alternative solutions by developing different perspectives

Collaboration: Working harmoniously within a team through group work, respecting and contributing to the ideas of others

Communication: Being able to express ideas verbally and visually, sharing thoughts by modeling and presenting

Digital Literacy: Obtaining information and solving problems using technological tools, using interactive learning materials

Problem Solving and Creativity: Producing solutions to real-world problems, developing solutions by analyzing encountered problems

Engineering Design Skills: Defining a problem, developing a solution, creating a design process and developing a prototype

 Learning by Trial and Error – They have the opportunity to learn by making mistakes in the solution process and to seek alternative ways without giving up.

• "Why are these images in our classroom? 

• “What situation do they describe?"

• "Why are the trees withered? 

• “Why are the flowers wilted?"

• "What might these images of cities with traffic smoke and rising temperatures be telling us?"

• "Can we learn anything from these images?"
  
  

With the answers they give to these questions, students begin to question the environment and climate change. They begin to get ideas on how to fix this negative situation.

• A sheet of newspaper (one for each child)

• Some suitable music to play in the background (Ludovico Einaudi - "Elegy for the Arctic")

              https://www.youtube.com/watch?v=2DLnhdnSUVs

How did you feel when you imagined yourself as a polar bear?

What emotions did you experience when your glaciers were melting?

How do you feel when you think of polar bears struggling with this situation in real life?

What do you think can be done to find a solution to this problem?

What kind of contribution can you make to make the world a more livable place?

How does warm weather affect animals and plants?

What does melting glaciers mean?

What is the connection between energy use and the environment?

What are renewable energy sources? It directs the questions. Each student is asked to answer the questions. Then the teacher tells the story of “The Blanket of the Sun”.

This blanket was so beautiful that it kept the heat coming from the Sun just right, not too hot or too cold. Thanks to this, the forests were green, the seas were clear, and the animals were happy. But one day, people started driving more cars, opening more factories, and consuming more energy than necessary. The smoke from the factories, cars, and houses rose into the sky, and the blanket of the Earth got thicker and thicker.

As the blanket thickened, the temperature inside the Earth began to rise. The air, which used to be fresh and cool, became increasingly hot. The ice at the poles began to melt, lakes and rivers dried up, and water resources decreased. Animals were affected by this change; some had to look for new places, while others could not stand the heat.

However, the problems of the world were not limited to this. People started to cut down the forests carelessly and some started to cause fires. As the green areas disappeared, the world had difficulty breathing. In addition, some people changed the course of the streams and built houses in the stream beds. One day, when it rained heavily, the water overflowed and flooded the houses. The world became even sadder because of people's unconscious change of nature.

But there was hope! The world was worried and called out to the children: "Dear  children, my delicate and thin blanket is getting thicker. My forests are burning, my water is running out. You are the ones who will protect me! You can help me by using less energy, turning to renewable energy sources, keeping nature clean and planting trees. I need conscious children like you!"

The children heard the call of the Earth and immediately took action. They turned off unnecessary lights in their homes, preferred walking and riding bicycles instead of cars. They learned about energy sources that do not harm nature by using wind and solar energy. They planted new trees by protecting forests, and used water carefully. They understood the dangers of building houses in stream beds and explained them to their elders. Thanks to all these, the blanket of the Earth began to regain its former thinness.

Days passed, months passed, and the Earth was happy again. The sky became clear again, the glaciers began to return to their former state, and the animals continued to live in safety.

            And thanks to children, the world has become a healthy and beautiful place again…

            After the story is over, the teacher directs the following questions:

Questions About the Story:

What did the world want to tell us?

What are the mistakes people make?

What can we do to make the world happy again?

https://www.youtube.com/watch?v=IJoAcD0oUww

https://www.youtube.com/watch?v=JgvDuLcL4yQ&t=1303s

https://www.youtube.com/watch?v=7IwPFXzLH8c

https://www.youtube.com/watch?v=2T-A3s_DPO4

https://www.youtube.com/watch?v=WkvPdUtYhX8

https://www.youtube.com/watch?v=YsvABLmrpX4

1. Materials:

2. 2 glass jars (clear)

3. A place open to sunlight (or direct sunlight)

4. Paper or cloth (to cover the jar)

5. Water (optional, can be placed under the jar)
   
   

How to make:

1. The first jar is left in sunlight with its mouth closed.

2. The second jar is left open and exposed to sunlight.

3. The evaporation level in both jars is checked, and an increase in temperature is detected by touching the jar.

4. The results are compared and the greenhouse effect is observed.

Engineering Integration

Then, the parts related to the work in which different wastes will be used (plastic bottles, old newspapers, cardboard boxes and other materials) are placed on the tables of their countries. Also add the distribution, tape and other auxiliary materials. Students (whichever group will take which) are directed to design a new and useful product using these waste materials. The teacher guides the students on the subjects they have difficulty by observing them at the tables. Each group uses a product design using waste materials. Individuals are divided into groups and design prototypes representing spare energy sources:

Water Energy: Simple water wheel model (FEBRUARY GROUP)

Wind Energy: A small model of a wind turbine (MART GROUP)

Solar Energy: Cardboard designs representing solar panels (APRIL GROUP)

Wave Energy: A simple float moving in a container full of water(MAY GROUP)

Students develop their designs and explain to the class how they worked. Students make a useful product using materials.

Collaboration: Climate Change glossary

https://docs.google.com/document/d/1h9f8oPzqKtPO-x2ORw4sKRj44n0d_ixqrnfQ3EDVNXo/edit?tab=t.0

1. How do renewable energy sources work?

2. How can we prevent forest fires?

3. What can we do to reduce greenhouse gases?

      d. Students act out what they have learned by drawing pictures or using puppets.  e. Group work is evaluated and the participation of each student in the process is observed.

The Self-Assessment rubric is read to students and they are asked to mark the relevant boxes.