I Know My Planet by Sevde DEMİR

F.3.1.1.1. The Earth's shape is similar to a sphere.

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F.3.1.1.2. Past views on the shape of Earth are stated.

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Asking students about the geometric solids they know

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Showing geometric solids about the shape of the Earth.Opening geometric shapes from Geogebra

What are some geometric solids?
Can you draw a picture of a geometric solid?

A timeline of views on the shape of the Earth

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After the timeline, 3D shapes said about the shape of the Earth are shown.

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https://skfb.ly/6AxJV

Activities related to the topic in the textbook are done. They are asked to model the shape of the Earth with dough. Finally, each student becomes one of the shapes proposed about the shape of the Earth. Explains why he or she cannot or may be the shape of the Earth, and who put forward this idea.

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In this game, each student becomes a geometric shape. A drama is played in the form of "I am this shape and I am the world with this kind of feature."

Opening Google Earth and taking a virtual trip with students by finding our location on Earth.

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F.3.1.2.3. It is mentioned the Earth is composed of layers.

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The teacher enters the lesson with a peach in his hand.

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The teacher starts the lesson by peeling the peach, slicing it, and then showing the class the pit that remains in his hand. He asks the class which layers he passed through to reach the pit. As he asks the question, he also opens a picture of a peach simultaneously.

The teacher's actions are designed to engage students and help them visualize the layers of the Earth. By peeling the peach, the teacher is showing students that the Earth is made up of different layers, just like a peach. By slicing the peach, the teacher is showing students that the layers of the Earth are not always uniform, just like the layers of a peach. And by showing the class the pit, the teacher is showing students that the Earth's core is at the center, just like the pit of a peach.

Students are asked to stand up. They are first asked to take a deep breath and then to jump once in place. The goal is to help students realize that there is air containing oxygen when they breathe, and that there is a place where their feet touch when they jump.

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After that teacher asks these questions.

What did you feel when you took a deep breath?
What did you feel when you jumped?
What does this activity tell us about the Earth?

The teacher can also use this activity to lead a discussion about the importance of the Earth's atmosphere and crust. For example, the teacher can explain that the Earth's atmosphere provides us with oxygen to breathe, and that the Earth's crust provides us with a solid surface to live on.

After giving students preliminary information and awareness, a diagram of the Earth's layers is opened.

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A 3D view of the layers opens.

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The teacher aims to ensure that students learn the concepts shown in the diagram in a permanent way by seeing them in order.

Students' curiosity is addressed by translating and zooming in on the concepts in any way they wish.

The teacher asks the class for examples of things that can be divided into layers.

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The teacher can give students the assignment to draw examples of things that can be divided into layers, divided into layers. This can be a great way for students to practice their drawing skills and reinforce their understanding of the concept of layers.

The teacher checks the homework that was assigned in the previous lesson. The teacher asks a few students to explain the examples that they found.

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For example, the teacher ask students:

What are the properties of each layer?
How do the layers interact with each other?
What is the function of each layer?

The teacher opens an ebook for students to review the layers topic that was covered in the previous lesson and learn more in-depth.

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the teacher can use the ebook to ask students short, reinforcement questions about the layers. These questions can help students to assess their understanding of the topic and to identify any areas where they need further clarification.

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What is the composition of the Earth's crust?
What is the temperature of the Earth's core?
How does the atmosphere protect the Earth?
What is the importance of the Earth's magnetic field?

Since the learning objective has been met, there is no need to continue teaching the topic. In order to reinforce and make the learning permanent, the following materials are opened in order:

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The previous topic is reminded by opening a cartoon about the shape of the Earth.

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The shape of the Earth is drawn by a randomly selected student from the list.

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What would happen if the Earth did not rotate? Would the airplane still turn in the same place?

A quiz is opened from the Kahoot website for students. Each question is given 2 minutes to answer, and students are asked to write their answers in a notebook.

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Then, a matching game is opened from Wordwall to reinforce the layers.

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Then, a crossword puzzle created from Puzzle.org, which has been printed out before class, is distributed to the students.

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The students could work on the crossword puzzle individually or in pairs.
The students could earn points for correctly filling in the crossword puzzle.

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Groups are given play dough. They are asked to create the layers of the Earth in order with play dough. Students from a few volunteer groups are asked to introduce the layers of the Earth they created with play dough.

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At the end of the lesson, feedback is taken from students, and the places that are not understood or confusing are revisited to ensure that all students understand.

F.3.1.2.1 Understands that the Earth's surface is covered in land and water.

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The teacher places a plant that has been grown in the classroom on the table. "Okay, children, what are the characteristics of the environment in which this plant grows?" he asks.

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The relationship with the water and land layers learned in previous lessons is established.

360-degree virtual reality with land and water is opened for students.

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Through this virtual reality, students are warmed up to the lesson by asking questions about the creatures living in the sea, the vehicles we can see in the sea, and the taste of the water in the seas, which open on the first page.

Teachers could ask students to write down a list of all the creatures they can see in the sea.

Teachers could ask students to draw a picture of a vehicle they see in the sea.
Teachers could ask students to describe the taste of the water in the sea.

The teacher tells these types of sentences to students about protecting forests.

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The creatures living in the forest express the importance of protecting forests as follows:

"Forests are our habitat. By protecting forests, we are protecting ourselves."
"Forests clean the air and balance the climate. By protecting forests, we are protecting our future."
"Forests are home to a variety of plant and animal species. By protecting forests, we are protecting the natural world."

Vengage's Fractions and the Earth's Water

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"To visually show that land and water are present on the surface of the Earth, it shows from Google Maps."

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Daha önceki anlatılan kesirler konusundan yola çıkılarak üç eşit parçaya bölünmüş pasta grafiği resmi açılır.

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"Tell the students the ratio of the colors you see in this picture to the entire shape."

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Then, it is explained that the red part represents the land, which makes up one-third of the Earth, and that the remaining two-thirds is water.

Introduction to the Water on Earth

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First, students are asked if they have seen any water like the sea, lake, or river, in order to remember them concretely.

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Then, their readiness is measured by asking them if they know the taste of these waters. By asking them to drink the water they have next to them, it is said that these waters are freshwater.

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Students are asked if they have ever ridden a transportation vehicle that travels over a body of water. A brainstorming session is held about why seawater is not drinkable but tap water is. Random answers are taken from students.

Then, an explanatory brochure about freshwater and saltwater is opened.

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The video on the topic of water is opened, entering the subject fully.

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The video with introductory images about the oceans on Earth and the seas and important lakes of Turkey is opened.

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The animation about what we can do to keep our waters clean and not pollute them is opened.

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The lesson is warmed up by asking students about the cities, beaches, or villages they have visited before.

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What are some of the cities you have visited?
What are some of the beaches you have visited?
What are some of the villages you have visited?
What did you like about these places?
What did you do there?
What did you learn about water bodies from these experiences?

Questions are asked about the general characteristics of these places, such as whether it is rainy or hot, and how you traveled.

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What was the weather like when you visited?
What was the temperature like?
What time of year did you visit?
What mode of transportation did you use to get there?

Then, a video explaining the topic of land is opened.

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Students are asked to describe and draw the location of Turkey on a map as far as they remember. Then, the location of Turkey is opened and shown on Google Maps.

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A map of the continents and the countries in each continent is opened.

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A 3D globe showing land and continents is opened and students are asked to name the places they remember.

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Students are given the assignment to examine a wind rose in windy weather.

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F.3.1.2.3. Explains that there is an air layer surrounding the Earth.

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With wind, the sound starts the lesson.

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Wind rose homework feedback and demonstration

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What did you learn about wind roses?
What was the most challenging part of the assignment?
What was the most interesting part of the assignment?

F.3.1.2.3. Compares the areas covered by land and water on the Earth's surface on a model.

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Then, a video of a rocket going into space is played. The teacher talks about astronauts, their spacesuits, and how they carry oxygen tanks with them as they go into space. The teacher asks students for their thoughts on this topic to introduce the topic of the atmosphere.

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The teacher leads a discussion about the importance of the atmosphere.
What would happen if the atmosphere disappeared?
Write a report about the atmosphere.
Create a poster or presentation about the atmosphere.
What would happen if the atmosphere disappeared?

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The teacher can get a ball or other spherical object that is similar in size to the Earth. The teacher can then wrap a plastic bag around the ball. The teacher can then explain to the students that the plastic bag represents the atmosphere. The atmosphere is a layer of gases that surrounds the Earth. It protects us from harmful radiation from the sun and helps to regulate the Earth's temperature.

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Breathing exercises are a great way to help students feel the presence of air. The teacher can lead the students in a breathing exercise, such as taking deep breaths in and out. The teacher can then ask the students to describe what they feel as they breathe. The students may feel their chest rising and falling, or they may feel the air moving through their noses or mouths.

The teacher enters the classroom with stickers of smiling emojis.

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The students who achieve the highest participation and number of correct answers are given smiling emoji stickers.

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When all the topics are finished, a general unit review is conducted through this presentation.

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Students are provided with questions on each page to help them identify and address any gaps in their understanding.

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Following this presentation, students are given access to unit end assessment activities.

The application that has been created is launched from the whiteboard.

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The application is solved collaboratively with students in the class.
This application is also sent to students' families and they are asked to complete all levels within this week.

A virtual classroom is opened from Plickers.

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The teacher downloads the Plickers app and then sends the class link to the students so that they can solve questions.

A water conservation animation is played.

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We open the digital story about the atmosphere, which explains its existence and benefits.

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