PSYCHOMOTOR DEVELOPMENT: Achievement 4: Performs movements that require the use of small muscles.

Indicators: Arranges objects on top of each other/side by side/nested. Objects, strings, etc. Adds and removes strings. Connects objects with different materials. Puts objects together to create new shapes. The materials are cut, glued and folded in different shapes. He paints using different materials. Tears/tears objects, squeezes, pulls/extends, opens/closes, rotates. He shapes the materials with his hands.

SOCIAL EMOTIONAL DEVELOPMENT: Motivates oneself to accomplish a job or task. Expresses himself in creative ways. Realizes the value of works of art. Achievement 13: Protects aesthetic values. Indicators: He tells about the beautiful and disturbing situations he sees around him. It organizes its environment in different ways. Appreciates the beauty of the environment.

SELF-CARE SKILLS: Uses necessary tools and equipment for daily living skills.

LANGUAGE DEVELOPMENT: Achievement 5: Uses language for communication purposes. Indicators: Starts the conversation.

He continues talking. Achievement 6: Improves vocabulary. Indicators: When they listen, they notice new words and ask the meaning of the words.

Remembers words and tells the meaning of words. Uses newly learned words in accordance with their meanings.

MARCH EVENT: An acrostic poem on the theme of forest was performed. Since 21-26 March was used as forest week, it was integrated into certain days and weeks. Poems written to raise awareness about forests, environment and nature were voiced by students using the chatterkids application. With this study, gains were achieved in the areas of language development, cognitive development and social-emotional development.

ACROSTIC POEM: COGNITIVE DEVELOPMENT: Acquisition 3. Remembers what he perceives. Indicators: Says the object/situation/event again after a while. Uses what he remembers in new situations.

SOCIAL EMOTIONAL FIELD: Acquisition 8. Expresses what he listens/watches in various ways. Indicators: They exhibit what they listen/watch in various ways such as pictures, music, drama, poetry and stories.

LANGUAGE DEVELOPMENT: Achievement 5: Uses language for communication purposes.

MARCH EVENT: OUR E-BOOK COLLABORATION:

PSYCHOMOTOR DEVELOPMENT: Achievement 4. Makes movements that require the use of small muscles. Indicators: Paints using different materials.

SOCIAL EMOTIONAL FIELD: Achievement 3. Expresses oneself in creative ways. Indicators: Creates products with unique features.

MARCH EVENT: WORDART: SOCIAL EMOTIONAL FIELD: Success 15: Self-confidence. Indicator: Expresses oneself in front of the group.

MARCH EVENT: Coding studies related to Forest Week were distributed to students. Numbers 1 to 9 are colored according to their colors. This study contributed to their mathematics achievement as it involved rhythmic counting and coloring in accordance with the determined colors. It contributes to cognitive development by establishing relationships between colors and numbers. Since the area to be painted is small, it provides hand and eye coordination while painting. They have a good mood because they enjoy the work done.

COGNITIVE DEVELOPMENT: Success 1: Pays attention to the object/situation/event. Indicators: Focuses on the object/situation/event that needs attention. Achievement 3: Remembers what it perceives. Indicators: Says the object/situation/event again after a while. Uses what he remembers in new situations. Achievement 4: Counts objects. Indicators: Says the number that indicates the ranking.

PSYCHOMOTOR DEVELOPMENT: Achievement 4: Performs movements that require the use of small muscles. Indicators: Paints using different materials.

SOCIAL EMOTIONAL FIELD: Achievement 10: Fulfills responsibilities. Indicators: It shows the desire to take responsibility.

Title: Green School Initiative: Nurturing Nature, Protecting Future

Overview:

In March, our eTwinning project focused on promoting environmental awareness and digital safety among students. Through a series of engaging activities and collaborative efforts, we aimed to instill a sense of responsibility towards our planet and ensure the online safety of children.

Activities:

1. Planting in the Green School Garden:

Students participated in planting sessions in our school's green garden. They learned about the importance of plants in maintaining ecological balance and mitigating climate change.

2. Exploring the Importance of Plants and Photosynthesis:

We organized educational sessions to explain the crucial role of plants in saving the planet through photosynthesis. Students gained insight into how plants produce oxygen and absorb carbon dioxide, vital for combating climate change.

3. Promoting E-Security:

In addition to environmental topics, we emphasized the importance of e-security to protect children from online dangers. Through discussions and interactive sessions, students learned about safe internet practices and how to recognize and respond to online threats.

4. Activity: Planting and Coloring:

To reinforce the learning, we organized a combined planting and coloring activity. Students not only planted seeds but also engaged in creative coloring exercises related to environmental themes.

5. Zoom Meeting with International Partners:

We conducted a Zoom meeting with our eTwinning partners from different countries.

Outcomes:

- Increased awareness among students about the importance of plants in preserving the environment.

- Enhanced understanding of photosynthesis and its role in sustaining life on Earth.

- Improved knowledge about e-security measures to protect children online.

- Strengthened collaboration and cultural exchange through interaction with international partners.

- Empowered students to take action in their communities to promote sustainability and digital safety.

Conclusion:

The March activities in our eTwinning project were successful in fostering a deeper understanding of environmental conservation and digital safety among students. Through hands-on experiences, educational sessions, and international collaboration, we aim to continue empowering the next generation to be responsible global citizens who care for both the planet and their online well-being.

Overview:

In April, our eTwinning project focused on promoting recycling and celebrating nature through creative activities. We aimed to raise awareness about the importance of recycling, engage students in crafting from recycled materials, and celebrate Earth Day on April 23rd with joyful activities.

Activities:

1. Exploring the Importance of Recycling:

We conducted educational sessions to explain the significance of recycling in reducing waste and preserving natural resources. Students learned about the environmental benefits of recycling and the importance of responsible waste management.

2. Crafting from Recycled Materials:

Students engaged in crafting sessions using buttons, plastic bottles, and other recycled materials. They created various artworks, demonstrating how waste materials can be transformed into beautiful and useful objects, promoting the concept of upcycling.

3. Celebration of Earth Day:

On April 23rd, we celebrated Earth Day, also known as the Day of Nature, by organizing a series of activities. Students participated in coloring sessions with nature-themed illustrations, sang songs about the environment, danced to eco-friendly tunes, and showcased their recycled crafts.

4. Activity: Coloring, Singing, Dancing, Crafting:

The celebration included a range of activities to engage students creatively. They expressed their love for nature through coloring, connected with the rhythm of the Earth through singing and dancing, and demonstrated their creativity by crafting from recycled materials.

5. Zoom Meeting with International Partners:

To extend the celebration globally, we organized a Zoom meeting with our eTwinning partners. Each country’s students shared their Earth Day celebrations, including songs, dances, and crafts, emphasizing unity and solidarity in protecting the planet.

Conclusion:

The April activities in our eTwinning project successfully promoted recycling, celebrated nature, and facilitated cultural exchange among students from different countries. By encouraging creativity, raising awareness, and fostering a sense of global responsibility, we strive to inspire positive actions for a greener and more sustainable future.

PSYCHOMOTOR DEVELOPMENT: Achievement 4: Performs movements that require the use of small muscles. Indicators: Objects on a string, ropes, etc. Combines objects with different materials. Puts objects together to create new shapes. Cuts the ingredients. Glues the materials.

COGNITIVE DEVELOPMENT: Learning Outcome 17: Establishes cause-effect relationships. Indicators: Tells possible causes of an event. It tells the possible consequences of an event.

SOCIAL-EMOTIONAL DEVELOPMENT: Achievement 3: Expresses oneself in creative ways.

Indicators: Uses objects in unusual ways. It creates products with unique features.

23 APRIL CODING: PSYCHOMOTOR DEVELOPMENT: Achievement 4: Makes movements that require the use of small muscles. Indicators: Paints using different materials.

COGNITIVE DEVELOPMENT: Achievement 1: Pays attention to the object/situation/event. Indicators: Focuses on the object/situation/event that needs attention. Achievement 3: Remembers what it perceives. Indicators: Says the object/situation/event again after a while. Uses what he remembers in new situations.

Achievement4: Counts objects. Indicators: Says the number that indicates the ranking.

ORIENTRING STUDY: COGNITIVE DEVELOPMENT: ACHIEVEMENTS AND INDICATORS

Achievement 1: Pays attention to the object/situation/event. Indicators: Focuses on the object/situation/event that needs attention. Asks questions about the object/situation/event that attracts his/her attention. Explains in detail the object/situation/event that caught his attention. Achievement 7: Motivates oneself to accomplish a job or task. Indicators: Starts a task without adult guidance. He strives to finish the job he starts on time. Achievement 13: Protects aesthetic values. Indicators: He tells about the beautiful and disturbing situations he sees around him. Achievement 17: Establishes a cause-effect relationship. Indicators: Explain the possible causes of an event. It describes the possible consequences of an event. Achievement 19: Produces solutions to problematic situations. Indicators: Describes the problem. It suggests various solutions to the problem. He chooses one of the solutions. Explains the reason for the solution he chose.

SELF-CARE SKILLS: Achievement 3: Makes necessary arrangements in living spaces. Indicators: Uses home/school equipment cleanly and carefully. Achievement 6: Uses the necessary tools and equipment for daily life skills. Indicators: Uses tools and equipment related to environmental cleaning.

SOCIAL EMOTIONAL FIELD: Achievement 3: Expresses oneself in creative ways. Indicators: Expresses his/her feelings, thoughts and dreams in original ways. Uses objects in an unusual way. Creates products with unique features.

PSYCHOMOTOR AREA: Achievement 4: Performs movements that require the use of small muscles.

Indicators: Collects objects. It brings objects together to form new shapes. Glues the materials.

DIGITAL GAME: COGNITIVE DEVELOPMENT: Achievement 1: Pays attention to the object/situation/event. Indicators: Focuses on the object/situation/event that needs attention. Achievement 4: Counts objects. Indicators: Counts rhythmically forward/backward one by one. Shows the specified number of objects. It tells you how many objects it has counted. Says the number indicating the order. It tells the number that comes before a number among the numbers up to 10. Says the number that comes after a number among the numbers up to 10.

LANGUAGE DEVELOPMENT: Achievement 7: Understands the meaning of what they listen/watch.

Indicators: Follows verbal instructions.

1. Planting Flowers:

- In March, we initiated the project of planting flowers in the designated areas of the park. We selected a variety of flowers to enhance the aesthetics and biodiversity of the park. The planting process involved preparing the soil, selecting appropriate flower species, and ensuring proper watering and maintenance.

2. Internet Security:

- March saw a significant focus on improving internet security measures. We conducted an audit of our network infrastructure and implemented several security enhancements, including firewall updates, regular malware scans, and employee training on cybersecurity best practices. These measures aimed to safeguard sensitive data and protect against potential cyber threats.

3. Coloring a Tree for Nature Protection: As part of our environmental awareness campaign, we organized a community event to color a tree for nature protection. This symbolic activity involved painting a tree trunk with vibrant colors to raise awareness about the importance of preserving nature and protecting trees. The event received positive feedback from participants and served as a reminder of our commitment to environmental stewardship.

4.Zoom Meeting with our International Partners:

We conducted a Zoom meeting with our eTwinning partners from different countries.

5.Expressing in drawing the Story about Recycling:

The student's drawing and story effectively convey the significance of recycling and illustrate how individual and collective actions can make a difference. Through detailed visuals and a compelling narrative, the student shows a clear understanding of the topic and inspires others to engage in environmentally responsible behaviors. This project not only reflects the student's creativity but also their commitment to fostering a cleaner, healthier planet.

Overall, March was a productive month with significant progress made in various activities aimed at enhancing the park's beauty, ensuring internet security, and promoting environmental conservation efforts. We look forward to building on these achievements in the coming months.

1. eTwinning Day:

In April, we celebrated eTwinning Day by organizing various online activities and events to promote international collaboration and cultural exchange among schools. We facilitated virtual meetings, collaborative projects, and cultural exchanges with partner schools from different countries. The day was a great success, fostering cross-cultural understanding and friendship among students.

2.Crafting and Recycling Activities:

Throughout April, we actively promoted recycling initiatives within the community. We organized recycling drives, educational workshops, and awareness campaigns to encourage residents to recycle more and reduce waste. These activities aimed to raise awareness about the importance of recycling and promote sustainable habits among community members.

3. Meeting with Students Online:

We conducted online meetings with students to discuss various topics such as environmental conservation, internet safety, and community engagement. These virtual sessions provided students with opportunities to interact with experts, share ideas, and learn new skills in a digital environment.

4. Forest Acrostic:

As part of our environmental education program, we organized a forest acrostic activity where students created poems using the letters of the word "forest" to highlight the importance of forests and biodiversity. This creative exercise allowed students to express their appreciation for nature and raise awareness about the need for forest conservation.

Overall, April was a month filled with meaningful activities focused on promoting global collaboration, environmental stewardship, and student engagement. We remain committed to fostering positive change and making a difference in our community.

1) Designing Pots and Planting Flowers from Leftover Materials,

Students created flower pots by painting the plastic boxes they brought from home, such as tomato paste, detergent and yoghurt, or by decorating them with various materials. Flower seeds were planted in the created pots. This activity helped children develop their small muscle skills in the Psychomotor area, their ability to create unique products using different materials in the Social Emotional area, and their awareness of responsibility by taking care of their own flowers. At the end of the event, the children were happy to create a product.

2) Forest Themed Poem Acrostic Poem Reading and Forest Themed Painting by Numbers Activity,

Since March 21-26 is Forest Week, students sang an acrostic poem on the theme of Forest. Thanks to this activity, students had the opportunity to learn the languages of people from different cultures in the Social-Emotional field, while in the Language Development Field, it helped them develop the ability to express what they heard with poetry and language development. In the Cognitive Field, it supported the development of the ability to focus attention. At the end of this activity, a Painting by Numbers activity was held. Students contributed to the development of limited painting skills and small muscle skills that require hand-eye coordination in the psychomotor field. In the Cognitive Area, it supported them in developing their skills of recognizing, identifying and matching colors and numbers. In both activities, children developed their awareness of using resources efficiently and taking responsibility in order to sustain life in the Social-Emotional Field.

3)Story Illustration

A story about Recycling is read to the students. They are then asked to illustrate their own part of this story. With this activity, we contributed to the ability to listen in the Cognitive Domain, to answer questions about what we listened to, and to create original products. It also supported the development of small muscle skills in the psychomotor field.

4) Writing a Project Name with WordArt

The project name was written with the WorArt program. Students created the project name by choosing their own unique shape, size and colors. Students supported social-emotional development by creating original products. This event was an enjoyable and different event for the students.

1) Meaningful Composition Work with Materials Collected from Nature

Students collect leaves, stones and tree branches from the school garden and put them in bags. Students then work in groups to make a Tree. In this process, students were supported in the psychomotor area by collecting small objects and creating original products with different materials. With group work, it contributed to the skills of taking responsibility in the group, fulfilling the responsibilities and communicating in the Social Emotional Field. This event was a different experience for the students.

2)Making Musical Instruments with Leftover Materials

Students paint the plastic bottles they brought from home with acrylic paint. After the painted bottles dry, they decorate the bottles. Then they put chickpeas and pasta in them. They create rhythm with the maracas they make. Students develop fine motor skills in the Psychomotor field, and in the Language Development field, they develop the ability to distinguish sounds and what they listen to in pictures, music, drama, poetry, stories, etc. Exhibitions supported his skills in various ways. The children were very happy to create their own musical instruments and learned while having fun.

3)Digital games

A digital game about Recycling is projected on the smart board for students. Children answer the questions in the game by touching or marking. With this activity, students contributed to the development of the ability to focus attention and remember what they perceived in the cognitive domain and the development of hand-eye coordination skills in the Psychomotor domain. Students loved digital games.

1st and 2nd Activity: Designing Flower Pots from Leftover Materials and Planting Flowers in Flower Pots

1.Study: We asked our students for tomato paste containers. We made the tomato paste containers brought by our students usable by using the recycling method. We painted the containers we obtained from recycling by guiding our students. After painting, we made shapes and practiced painting. Then we placed the flowers we obtained from recycling into the pots we made. Thus, both physical and cognitive development of our students were supported.

2.Study: I asked my students to bring pet bottles from their homes. We made the pet bottles we received usable by using recycling methods. Then I cut the pet bottles we obtained from recycling into flower pots. I distributed the cut pet bottles to the students and they painted them as they wanted. They also made the shapes they wanted on the bottles they painted. We pierced the pet bottles we prepared from certain places and tied ropes. We tied the ropes we tied to the bicycle wheel we got from recycling. As the last stage, our children put soil in the pots hanging on the wheel and planted our seeds. Thus, our students learned basic concepts such as cooperation, solidarity and solidarity.

3.Activity: Memorization of Common Poems

Students performed an acrostic poem about forests. The vocalizations were shared among the students. The sentences of the acrostic poem were determined by the student. March 21-26 was integrated into specific days and weeks as it is used as Forest Week. Poems written to raise awareness on issues such as forests, environment and nature were performed by students using the Chatterkids application. Thus, children's language development and cognitive development were supported.

4.Activity: Writing a Story in Collaboration with Parents (Recycling)

I read the part of the story about recycling to the students and they drew what they understood from the story. They painted the pictures they drew with coloring work. Thanks to the resulting picture, the artistic aspects of our children were supported. Since we also used the station technique, the children learned to move together. They were supported both cognitively and emotionally.

Other Activities: Coding work related to Forest Week was distributed to students. In the coding, the numbers from 1 to 9 were colored by the students in accordance with their colors. They were guided at the points where they had difficulty. Thus, the children were introduced to the coding system at the lowest level. Our students were cognitively supported. It also made a great contribution in terms of small muscle development.

Other Activities: A Parent Seminar was held to inform parents about recycling. At the end of the seminar, brochures explaining the importance of recycling were distributed to parents.

Other Activities: The project name written with WortArt was shown to the students. Students chose their own pictures. Thus, our students were supported cognitively.

Other Activities: The name of the project was distributed to the members to write an acrostic poem. The member wrote an English text with the letter corresponding to him, turned it into a poem and recited it to his students. Thus, the artistic and emotional development of the students was supported.

Other Activities: We organized an event to protect our students from the harms of the internet and social media. We distributed pictures titled Protection of Personal Information, Internet Day, Safe Internet to our students and informed them by making the process fun.

Activity 5: Artistic Works on Nature

We made a frame from cardboard obtained from recycled materials. Then, we created an artistic work from recycled materials by gluing the flowers we collected into the frames we made. Thus, we supported the artistic and cognitive development of our children.

Activity 6: Making Music from Leftover Materials

We made musical instruments from recycled materials with our children. We made music with the musical instrument we made. We chose to make maracas as a musical instrument. As a result of this activity, we touched the musical intelligence of our children. It was another one of our enjoyable activities.

Activity 7: Singing the Song with the Theme of April 23

Activity 8: Creating an E-Magazine

We created an E-Magazine using the StoryJumper application. The children were excited to do a new study. Since the product was created, it was very good for the children's self-confidence. Our students were supported cognitively and emotionally.

Other Activity: We distributed the coding work to students on April 23. They colored according to the coding. Thus, they showed improvement in cognitive and affective areas.

Other Activity: We held our second Teacher Meeting. I was assigned to prepare the report of the meeting we held via Zoom. I prepared the second Teacher Meeting report using the Canva application and saved it to the system.

Other Activity: I was given the task of preparing a Student Presentation Padlet. I prepared the padlet using the Canva application, Point application and Word application. Then, I saved the padlet I prepared as ESEP.

Other Activity: Groups were created from the members. Our group carried out studies titled Organic Waste. I made the group's poster using the Canva application. I saved the poster I made to the padlet page. In this group study, we made and played virtual games with our children using the Jimsawplanet application. In a natural medicine study that I personally conducted, we ground eggshells into powder and mixed them into the soil of the flowers we planted. I created a natural additive, a fertilizer.

MARCH EVENT: The children tried to write the name of the project in their own way in the word art application. A different page was opened for each child, and they decided on the colors, patterns and summer styles. This activity made them very happy and gained a new experience because it was a very different activity.

APRİL EVENT: The 23 April themed coding and painting practice improved attention and concentration skills. In this way, it also contributed to the cognitive and motor areas.

Pot Design with Leftover Materials and Planting Flowers in Pots: Parents were invited to the school for the event. Parents were asked for leftover material pots and flower seeds. The pots and seeds were brought and the children planted the flower seeds in the pots with their families. This activity is an effective classroom practice in which children actively participate by touching and thinking. It allows children to observe and evaluate their observations.

Forest Week Coding Activity: Children were talked about the importance of forests. They sang songs about forests together. After chatting about the forest, the coding activity was started. One of the aims of the Forest Week coding activity is for children to remember and apply the colors they have learned. The coding activity aimed to improve attention skills.

Writing the Project Name with WordArt: The aim of this activity is to enable children to use and learn the web 2.0 tool by having fun. The children both loved the discovery they made in every choice they made while using the application and developed a sense of self-confidence.

Forest Poetry Activity: After talking to the children about the importance of forests for our lives, we repeated the verses together in English. This activity supported students' foreign language awareness.

Music Practices with Leftover Materials: We made maracas with the leftover materials and dried legumes brought by the children. The outer part of the musical instrument was decorated with glittery houses. The maracas were danced to the maracas song. The aim of this activity is to develop children's rhythm and music skills and raise awareness. Taking into account individual differences, the activities aimed to explore children's interests.

Artistic Studies on the East: The children painted wooden boards with watercolors in the school garden. They waited for the wooden boards to dry in the sun. They made an artistic painting with tree leaves and flowers collected in the garden. The aim of this activity was for children to explore nature and share their observations with their classmates.

April 23 Coding Activity: This activity allowed the children to recognize the colors and numbers they learned. Children asked the teacher for help where they could not remember. They reinforced numbers and colors.

EVENT 2: We designed maracas using leftover materials. We practiced rhythm with the maracas we designed. This activity developed children's artistic side. It enabled them to use their finger muscles. It supported their social and emotional development.

EVENT 3: They made an artistic work with the April 23 coding work. Finger muscles developed.

EVENT 4: They made creative artistic works from bottle caps. Flying balloons, animal figures, flowers, sun, cloud... Creative thinking and design skills were supported. Social emotional and cognitive development gains were achieved.

EVENT 5: Coloring the World with Joy and Unity: E-Twining day was celebrated on May 9. E Twining text coded and colourised. The outcome of the activity strengthened the students' finger muscles.

EVENT 6: A word cloud was made by brainstorming with Mentimeter activity. Creative thinking skills were achieved by using the brainstorming teaching method.

EVENT 7: The best way children learn is through play. Digital games were played. Children both had fun with the games of the Çevko platform and learned by finding out which boxes and in what way recyclable materials should be sent. Thus, their cognitive development and social emotional development were supported.