*Smart Board,

*educational application with thematic images Autumn in the Forest

Activity description:

In turn, each child comes to the board, identifies the animal, names it and places it in the appropriate place on the board.

• Smart Board

• * Educational application with the game called ~ Mimic!~

Activity description:

Each child goes up to the Smart Board, spins the wheel, and then mimics what the arrow points to.

*Polystyrene number cutouts 1–5.

*Geometric shapes for forming sets.

*Colored string and clothespins.

 Activity Description

Children will create sets corresponding to each digit using geometric shapes, then observe the digits and associate them with the created sets. On a colored string, they will clip clothespins according to the number indicated on each card (e.g., for the digit 4, the child clips 4 clothespins). At the end, the children will take part in a digital game to recognize the numbers 1–5 on the Wordwall platform.

Used materials :

* Devices connected to the internet (computer, laptop, tablet).

·*Digital puzzles created on JigsawPlanet with images of autumn fruits.

Activity Description

They should put together the pieces of the digital puzzle, then name the fruit in English.

Used materials :

* White cardboard printed with stars

* Colored pencils, markers, scissors, glue/tape

* Flower boxes, soil, flower seedlings

* Wooden sticks (for attaching the stars)

Activity Description

Each child receives a star drawn on white cardboard. They decorate it with colored pencils and markers, then cut it out. The flowers will be planted in planters, covered with soil, and watered. Finally, the children use their stars to decorate the flowerpots.

*Speaker or audio system to play the music.

*Free space outside or in the classroom or activity room.

Activity Description

Children dance or move to the music, and when the music stops, they must stop immediately and remain frozen like statues.

*Map or globe

*Pictures of Turkey: Hagia Sophia, mosques, bazaars, traditional costumes and video

*Turkish foods (pictures or toy versions)

* Paper, brushes, watercolors

 *Mat for the “imaginary flight”

Activity Description

We went on an imaginary trip to Turkey: we watched a video about the country, painted the flag, and tasted traditional food, including tea and Turkish delight.

* Map or globe

*Pictures of Austria: Alps, Vienna, Schönbrunn Palace, musicians (Mozart, Strauss)

*Austrian foods (apple strudel)

*Colored paper, scissors, glue

*Mat for the “imaginary flight”

Activity Description

We went on an imaginary trip to Austria: we looked at pictures of the country, listened to the national anthem, glued the flag, and tasted traditional food, apple strudel.

• robot bee

• riddle book

• illustrated cards with various images about the seasons

• special silicone foil for bee robot

Activity description:

The teacher tells a riddle about certain characteristics of the seasons, and the children, after saying the correct answer, must program the bee to reach the sheet with the answer to the riddle.

Language education activity in which technology blends harmoniously with the educator's story. We also used the “Starburst” method, where each child was assigned a specific role, indicated by the five crowns. The children had to answer questions based on the images from the story, projected onto the Smart board.

*Presentation with pictures and words.

*Pumpkin

*Materials for tasting: Pumpkin seeds, pumpkin seed oil

*Easy memory for children about the topic

*Worksheets

Materials: Smart board, Austrian and Romanian flags, Turkish flags, paint, pencils, scissors.

Activity implementation. Students were introduced to the flags of the countries visited on the smart board and computer and asked to draw them. These were cut out with scissors, colored, and hung and decorated in our school. Students learned about the countries and their flags.

Materials: Dried leaves, pine cones, pieces of wood, etc. collected from nature. Watercolors, crayons, scissors, string, brush.

Activity Application: For visual arts class, we tried to develop students' creativity with materials collected from nature. We created various paintings and artworks. The students exhibited their works.

Activity Name: Seasons and Months.

Materials: Educational videos about seasons and months are played on the smart board. Educational videos and lesson videos. Smart board, computer, sound system, songs about the seasons. Crayons, scissors, and tape.

The activity involved watching videos and films about the seasons. Videos related to the topic were played on the smart board. A picture of the seasons was drawn. The topic was reinforced with a digital game.

Activity Name: Seasons and Months.

Materials: Educational videos about seasons and months are played on the smart board. Educational videos and lesson videos. Smart board, computer, sound system, songs about the seasons. Crayons, scissors, and tape.

The activity involved watching videos and films about the seasons. Videos related to the topic were played on the smart board. A picture of the seasons was drawn. The topic was reinforced with a digital game.

https://wordwall.net/tr/resource/3803398/zaman-%C3%B6l%C3%A7me

https://wordwall.net/tr/resource/2494564/zaman-%C3%B6l%C3%A7me-birimleri

Smartboard (For Interactive Presentation and Management)

Selected Web 2.0 Tools (e.g., logo/graphic design platforms such as Canva, Crello, Fotor)

Activity Description:

In this STEM-focused design activity, our students transformed our core universal values ​​(Love, Respect, Empathy, Responsibility, Cooperation, and Generosity) into a visual problem-solving process.

Value Analysis (Scientific Thinking): Students analyzed the essence of each value they selected and determined the symbols that best represented these abstract concepts.

Design and Innovation (Engineering): These symbols were converted into digital logos using Web 2.0 tools. This process activated the students' digital literacy and creative problem-solving skills.

Conclusion: The goal of our activity is to empower our students to express our values ​​not only theoretically but also in diverse and lasting ways through the creative use of information tools (Design Thinking). This is a successful STEAM (Science, Technology, Engineering, Art, Math) application that aims to transform abstract concepts into tangible products in a digital environment.

Materials: Cardboard, paper, scissors, glue, tape, crayons, smart board, laptop, and WordArt Web2.0 tool.

Activity Instructions: Rights and Responsibilities were demonstrated on the smart board and computer. Before class, students were asked to conduct research. The research was transformed into a Stem activity, and rights and responsibilities wheels were created. Activities were then created using the WordArt Web2.0 tool. Word clouds were created from rights and responsibilities.

History and Math Class: Let's get to know our famous scientists.

Materials: We played a game using Jegsawplanet, a smart board, and web 2.0 tools, creating puzzles using pictures of scientists.

Lesson Instruction: We researched, read, and learned about the lives of our famous scientists. We viewed videos and slides about their lives. Then, we turned their pictures into puzzles using Jegsawplanet and played them with our students in our classroom.

https://wordwall.net/tr/resource/1245337/saatler

https://wordwall.net/tr/resource/2003419/saatler

Math Class: Clocks with Stems.

Materials: Smartboard, computer, cardboard, pencils, crayons, scissors, and glue.

Lesson Instruction: Educational videos about clocks were watched on the Smartboard and computer, and students worked on the topic. Interesting, attention-grabbing, and motivational activities about clocks were read, along with stories and fairy tales. Then, each student designed their own clock, and the clocks were read.

Protecting and loving animals will instill in students a love and compassion for animals.

Materials: Smart board, computer, paint, glue, thread, and decorative materials.

How to do the activity: Materials are provided and prepared. Students follow the step-by-step instructions on the smart board to complete the activity. The activity is implemented. Students will make their own chicks and build a nest for them.

Geometric Shapes Stem Work

Materials: Smart board, computer, paint, glue, cardboard, etc.

How to do the activity: A video lesson on geometric shapes was shown on the smart board. The number of sides, corners, and faces of geometric shapes was studied. The learned geometric shapes were created using cardboard. The number of sides, corners, and faces on the created shapes were studied.

We conducted a virtual tour of our world heritage sites using Web 2.0 tools to introduce them digitally.

Materials: Smartboard, computer

Activity instructions: Students were asked to research Türkiye's world heritage sites. The topics researched in class were presented. A virtual tour was then created using the WEB 2.0 tool Pictramap. Students toured our world heritage sites through the virtual tour. They also visited Austria and Romania virtually. The virtual tour was then animated.

Location: in the fortress of Oradea

Children become young scientists and artists of nature as they explore the structure of autumn leaves and flowers through observation, experimentation, design, and creativity.
The activity integrates all five STEAM domains — Science, Technology, Engineering, Art, and Mathematics — fostering observation skills, logical thinking, and imagination

Materials Used:

• Microscope

• Autumn leaves (different colors and shapes)

• Potted chrysanthemums

• Tray for soil and roots exploration

• Paper, pencils, crayons

• Autumn-themed images (for the “Autumn Album”)

• LEGO bricks (various colors)

• Modeling clay or playdough

• Scissors, glue, tape

• Autumn flowers (for bouquets)

• Soft wire, raffia, or ribbons for binding

Activity Steps:

1. Science – Leaf Explorers

Children observe leaves under the microscope, noticing the veins, texture, and color changes.
Task: Draw what you have seen, just like a little botanist!

2. Biology – The Living Chrysanthemum

Another group examines a chrysanthemum in its pot and carefully removes it to observe the roots, stem, and leaves.
Goal: Understanding the structure and function of plant parts.

3. Art – The Autumn Album

Children create a collage using pictures, leaves, and flowers to represent the beauty of autumn.
Outcome: A collective “Autumn Album” to display in class.

4. Engineering – LEGO Flower Lab

Children use LEGO bricks to design and build their own chrysanthemums or other fall flowers.
Goal: Develop spatial awareness, creativity, and problem-solving skills.

5. Mathematics – Counting Chrysanthemums

Together, the class practices counting and sorting real or modeled flowers.
Activity: Count, group, compare, and add chrysanthemums by color or size.

6. Modeling – Clay Chrysanthemums

Children create colorful clay chrysanthemums, experimenting with forms and proportions.

7. Engineering & Design – Autumn Flower Bouquets

Finally, children combine natural and crafted flowers to design their own autumn bouquets.
Goal: Encourage collaboration, fine motor coordination, and aesthetic sense.

Materials and Digital Resources:

• Interactive whiteboard or display

• Computers/tablets with internet connection

• Wakelet collection with:

  • Interactive puzzles (JigsawPlanet)

  • Online games (Wordwall)

  • Digital worksheets (Liveworksheets)

  • Virtual maze from National Geographic Kids

  • Story: The Rainbow Fish (video/narration)

  • Documentaries: about whales and sharks

  • Animation: life under the sea (IP documentary)

  • Experiment video: “The Ocean in a Bottle”

  • Practical activity: crafting an octopus

  • Song: “Traveler in the World of Waters”

  • Audio file: whale songs and underwater sounds

• Art supplies: colored paper, glue, scissors, plastic bottles, blue food coloring, oil, glitter, playdough

Activity Steps:

1. Science – Discovering the Ocean

Children watch short documentaries about whales and sharks, learning about their size, habitat, and role in the marine ecosystem.

Goal: Understand the diversity of marine life and the balance of the ocean.

2. Technology – Interactive Explorers

Using the digital tools on the interactive board, children complete virtual puzzles and games (JigsawPlanet, Wordwall, Liveworksheets).
Goal: Develop digital skills and critical thinking while exploring marine topics.

3. Engineering – The Ocean in a Bottle

Children recreate the ocean using a clear bottle, water, oil, blue coloring, and glitter.
Result: A visual model of the ocean’s layers and wave movement.

4. Art – The Octopus Workshop

Children craft their own octopus from recycled materials or playdough, decorating it creatively.
Goal: Encourage fine motor skills, design thinking, and imagination.

5. Mathematics – Counting Sea Creatures

Through Wordwall games and worksheets, children practice counting, sorting, and comparing fish and sea animals.
Goal: Apply math skills in real-world ocean contexts.

6. Storytelling – The Rainbow Fish

Children listen to or watch the story of The Rainbow Fish, discussing values such as sharing, friendship, and kindness.
Extension: Draw or digitally illustrate their favorite part of the story.

7. Virtual Exploration – Ocean Maze

On the interactive board, children navigate the National Geographic virtual maze, helping a fish find its way home.
Goal: Spatial reasoning, attention, and digital navigation.

8. Music & Sound – Voices of the Ocean

Children listen to whale sounds and the gentle sounds of the sea, then sing “Traveler in the World of Waters.”
Goal: Stimulate auditory perception and emotional connection with nature.

The environment where the activity took place: Classroom

Number of participants: 16

Age group: 9-10 years old

Materials Used:

This activity aligns with the "feasibility" and "practical solution" principles of the STEAM approach, thanks to its feasibility with minimal material requirements. One adequately sized ball, preferably soft, colorful, and easy to grip, was used. A suitable environment was created where students could move freely.

Activity Description :

This activity is an interactive exercise aimed at developing students' self-awareness, teamwork skills, and the ability to give and receive constructive peer feedback. The activity focuses on strengthening fundamental skills (self-awareness, expressiveness, and social skills) in the field of guidance and psychological counseling.

Objectives:

* Self-Awareness Development: Students identify and express their own strengths.

* Peer Recognition: Observing and appreciating the positive qualities in their peers.

* Expression Skills: Practice expressing thoughts and observations in clear, concise, and positive language.

* Social and Emotional Learning: Developing constructive criticism (focused on positive feedback in this activity) and empathy skills.

* Teamwork: Interacting within the framework of a common task (game flow).

Implementation Steps (Game Flow):

* Preparation and Explanation: Students gather in an open area of ​​the classroom (in a circle or in an area where they can move freely). The purpose of the activity (discovering strengths and creating a positive feedback culture) is explained.

* Ball Handing and Starting: The person who will lead the activity (teacher/mentor) passes a ball to the first student.

* Strength Statement: The first student to receive the ball says aloud one of their greatest strengths (Example: "My strength is my problem-solving ability").

* Feedback Chain: This student randomly tosses the ball to another student.

* Two-Way Feedback: The second student holding the ball follows this sequence:

* First: Repeats and confirms the strength of the person to whom the ball was thrown (the first student) (Example: "Ahmet's strength is his problem-solving skills").

* Then: Names one of his own strengths (Example: "My strength is my empathy.").

* Continuity: The second student then randomly tosses the ball to someone else, and this cycle continues until the allotted time is up or until a cycle in which everyone tosses and catches the ball at least once is achieved.

Learning Outcomes (in the Field of Guidance and Psychological Counseling):

* Self-Awareness: Students strengthen their self-concept by practicing naming their own abilities.

* Expressive Skills: Verbal expression skills develop through practicing both identifying their own strengths and validating those of others.

* Social Skills: Active listening, careful observation, and using positive, supportive language are supported.

2. Materials Used

This activity aligns with the "applicability" and "practical solution" principles of the STEAM approach, thanks to its ability to be implemented in the classroom with minimal material requirements.

Location: Schoolyard (Outdoors)

Number of Participants: 16 Students

1. Purpose of the Activity

This outdoor activity is designed to support students' physical, social, and emotional development. The main objectives are:

* To provide students with opportunities for outdoor physical activity and a healthy energy burn.

* To support the development of peer support and cooperation skills.

* To create an environment that prevents peer bullying through play-based interaction.

* To increase students' socialization skills and foster positive social interactions.

* To ensure that students have a fun and enjoyable time.

2. Materials Used

The materials required for this activity have been kept to a minimum, making it easily replicable and cost-effective.

* Blindfold Material: Enough blindfolds/scarves for 16 students (or spares). (Note: For hygiene and safety reasons, a personal cloth/band may be used for each student.)

* Play Area Marker: Specific boundaries within the schoolyard where the game will be played.

* Timer/Stopwatch: (Optional) To control game durations.

3. Activity Procedure

The blindfold activity for students was carried out with the following steps:

* Information and Rule Explanation: The purpose of the game, how to play it, and the safety rules to be observed during the game (e.g., moving slowly and avoiding hurting each other) were clearly explained to the 16 students participating in the activity. Peer support and non-bullying rules were particularly emphasized.

* Material Distribution: Blindfolds were distributed to the students and they were securely fastened.

* Game Start: Students were placed in a designated safe area in the schoolyard. One student was chosen as the "blindfold" and blindfolded.

* Gameplay: The blindfolded student attempted to catch the other students. The student caught became the next "blind man" or assumed another role determined by the rules of the game. Physical activity, running, and navigation skills were actively used.

* Observation and Support: Throughout the activity, the facilitator (teacher/administrator) ensured the safety of the students and observed that the game progressed as intended. Participation was particularly encouraged for students who were newly socializing or shy.

* Evaluation and Closure: At the end of the designated time or when the designated game cycle was completed, the activity concluded. The students' blindfolds were removed, and a short round of feedback was given on their feelings and experiences about the activity.

1. Purpose of Activity

The primary purpose of this activity is to develop students' creativity, problem-solving skills, and design abilities. The goal is to give students the experience of creating tangible products using their own imaginations, rather than simply consuming ready-made toys. Throughout the activity, students' manual dexterity, aesthetic perception, and material literacy were supported.

2. Materials Used

The activity is structured around two main design stations. The materials used at each station are listed below:

A. LEGO Design Station

* LEGO Blocks: Various LEGO (or similar building block) sets in different sizes, colors, and shapes.

* Design Templates/Guides (Optional): Simple design drawings or photo examples to give students initial ideas.

* Carrying Cases: Small boxes to keep the blocks organized.

B. Paper/Cardboard Design Station

* Colored Cardboard: Cardboard in A4 and larger sizes in various thicknesses and colors.

* Colored Papers: Thin colored papers (including origami paper) in various patterns and textures.

* Cutting Tools: Child-safe scissors.

* Glues: Liquid glue and double-sided tape.

* Decoration Materials: Felt-tip pens, crayons, glue-on eyes, yarn, etc.

* Templates/Cutting Patterns (Optional): Pre-made cutting patterns for simple toy parts.

3. Activity Instructions (Step-by-Step)

The activity took approximately [Insert Time, e.g., 120 minutes] in total and was conducted in the following stages:

Stage 1: Introduction and Inspiration ([Insert Time] mins)

* Introductory Speech: A brief explanation of the activity was provided.

* Inspiring Examples: Simple handmade toy examples, either previously made by the teacher or from online platforms (pre-uploaded or printed, if possible), were shown.

* Group Formation: Students were divided into small work groups.

Stage 2: Design and Production ([Enter Time] min)

Students were given the option to choose between two main materials: LEGO or Paper/Cardboard, or to design different toys using both materials.

* LEGO Design Process:

* Students began designing a toy of their choice (car, robot, animal, etc.) using LEGOs.

* Teachers guided students in realizing their designs within technical constraints.

* Paper/Cardboard Design Process:

* Students created their own designs (puppets, masks, toys with simple mechanisms, etc.) using cutting, folding, and gluing techniques.

* The differences between the strength of cardboard and the flexibility of paper were particularly emphasized.

Stage 3: Display and Evaluation ([Duration 90] min)

"Design Story": Each student/group introduced their toy and answered questions such as "Why did you design this toy this way?" and "What problem does it solve?" Feedback: Constructive feedback was provided by peers and teachers. Successful creative solutions and original ideas were recognized. * Exhibition: All completed toys were displayed in a temporary exhibition area for all event participants to see.

1. Purpose of Activity:

To have students observe the growth of a plant and develop their data collection and analysis skills and environmental awareness.

2. Materials Used

A. Basic Growing Materials

* Seeds: Seeds with rapid germination and growth (e.g., bean and small flower seeds).

* Pots/Six-Hole Containers: Separate, transparent or semi-transparent containers for each student/group.

* Soil/Substrate: Sterile, nutrient-rich potting soil.

* Watering Can: A small watering can/spray gun for precise watering.

B. STEM Measurement and Observation Materials

* Measuring Tools:

* Ruler (for measuring plant height, with accuracy between cm and mm).

* Precision scale (for measuring seed mass, soil mass, or dried plant biomass).

* Thermometer (for monitoring ambient temperature).

* pH Paper or a simple pH meter (for measuring soil pH).

* Data Recording Tools:

* Observation Notebooks/Recording Charts (Printed or digital).

* Pens and colored markers.

* Photo/Video equipment (Mobile devices, cameras).

* Visualization Materials:

* Graph paper or digital drawing tools (for creating data graphs).

C. Element Sources: LED lights with different wavelengths (or a simple growth lamp) to compare growth rate.

* Nutrient Solutions: Diluted solutions to test the effects of different nutrients (Nitrogen, Phosphorus, Potassium - NPK) on plant growth.

3. PROCESS OF THE ACTIVITY:

The basic scientific processes of the activity (observation, measurement, experimentation, data analysis) are as follows:

A. Preparation Phase (Engineering Design and Planning)

* Group Formation and Role Assignment: Students were divided into small groups, and roles such as "Plant Care Supervisor" and "Measurement Supervisor" were assigned to each group.

* Hypothesis Generation: Students formulated a hypothesis regarding the growing process (e.g., "A plant that receives sunlight will grow faster than one that does not").

* Experimental Design: Students determined the independent (variable) and dependent (measured) variables. A control group and an experimental group were determined (e.g., the control group was in a standard environment, and the experimental group was in a different temperature/light).

B. Implementation and Data Collection Phase (Application and Mathematics)

* Planting and Initial Measurements: Seeds were planted in designated containers using standard amounts of soil and water. Initial masses and the volume of the containers were measured.

* Periodic Maintenance and Monitoring: Students were asked to water the plants and monitor the environmental conditions (temperature, light duration) every day or on designated days.

* Data Recording:

* Growth Measurement: The height of each plant was measured and recorded in mm every three days.

* Observational Records: Qualitative data such as leaf color, number of leaves, and stem thickness were documented with drawings or photographs.

* Water Consumption (Optional): The amount of water the plant needed per day was calculated and recorded.

C. Analysis and Conclusion Phase (Technology and Mathematics)

* Weekly growth of beans and flowers was numerically recorded.

* Graphing: Data was converted into line graphs showing growth over time (using technology).

* Interpretation of Results: Based on the graphs and calculations obtained, a discussion was conducted to determine whether the initial hypothesis was confirmed.

* Reporting and Presentation: Groups prepared a short presentation explaining their findings, the methods they used, and their connection to STEM principles. They shared.

"Carry Together – Team Strength Game"

🎯 Activity Purpose:

To develop cooperation, communication, and coordination skills in students

To support balance, attention, and motor skills

To foster awareness of achieving a common goal as a team

🧺 Required Materials:

1 plastic ball, sponge ball, or small water bottle (the object to be carried)

1 cardboard plate or small tray (the surface on which the object will be placed)

4–6 pieces of rope (each approximately 1.5–2 meters long)

Sign with cones or stones to mark the start and finish

Optional: Stopwatch, music to keep time

🌳 Activity Instructions:

1. Students are divided into groups of 4–6.

2. Each group has a plate/tray in the center, and students hold the ends of the ropes.

3. A ball (or object) is placed on the tray.

4. Students try to move the object from the starting point to the finishing point without dropping it, pulling and loosening the ropes together.

5. If the object falls to the ground, the group restarts from the beginning.

6. A time race can be held between groups if desired.

7. When all groups have finished, a short discussion will be held about the importance of working together.

---

🗣️ Post-Activity Evaluation Questions:

Was working as a team easy or difficult?

Why is working together important?

What would happen if someone pulled the rope too fast or too slowly?

---

Stay Balanced and Overcome Obstacles!

---

🎯 ACTIVITY PURPOSE:

To develop students' balance, coordination, and attention skills.

To increase their cooperative and collaboration skills.

To foster self-confidence and problem-solving skills through physical activities.

To foster physical awareness through fun in nature.

---

🧒 TARGET GROUP:

Primary school grades 1–4 1st grade students

ACTIVITY AREA:

Schoolyard, park, grass field, or sports field

MATERIALS REQUIRED:

Rope (for balance walking)

Plastic crates or boards (obstacle platform)

Small cones or plastic bottles (for course boundaries)

Ropes (for obstacle crossings)

Cushion or sponge (for fall safety)

Colored ribbon or balloon (for motivation and visualization)

Whistle, stopwatch for timing

ACTIVITY IMPLEMENTATION:

1. Warm-up (5–10 min)

Students form a circle.

Perform simple balance exercises: standing on one leg, turning slowly with arms outstretched, and walking with small steps forward and backward. 2. Introduction of the Course (5 min)

The teacher introduces the established balance and obstacle course:

1. Maintaining balance by walking on a rope

2. Overcoming an obstacle by climbing over a crate or board

3. Ducking under a rope

4. Zig-zag walking between small cones

5. Reaching the balloon target and finishing with a "balancing pose"

3. Practice (25–30 min)

Students complete the course in turns.

The second round involves group work:

Teams of 2–3 people complete the course by helping each other (e.g., passing with the help of a partner holding the rope).

4. Evaluation and Sharing (10 min)

Students form a circle, and the teacher asks the following questions:

What did you do to maintain your balance?

Did you have any difficulty overcoming the obstacles?

How did working together make you feel?

At the end of the activity, a small participation badge or applause reward is awarded.

SAFETY PRECAUTIONS:

The course should be tested beforehand.

Mattresses should be used on surfaces where students may slip.

The teacher should guide students at every stage, and students should not be left alone.

---

💬 OUTCOMES:

Developing balance and motor coordination

Developing cooperation and team spirit

Developing strategies to overcome obstacles

Being active in nature and gaining self-confidence