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GREEN STEM e Twinning PROJECT IMPLEMENTATION COURSE PLAN January Plan

Grade: Preschool

Unit-Subject: ENERGY RESOURCES AND ENERGY SAVING WATER MILL

Recommended Duration: 25×5 Lessons

AREAS GAINS

Science

➢ Observes objects or entities.

➢ Makes simple trials.

Maths

➢ Acquisition 4: Counts the objects. Indicators: Counts forward/backward one by one rhythmically. Shows the specified number of objects. It tells how many objects it counts.

➢ Learning Outcomes 12: Recognizes geometric shapes. Indicators: Says the name of the displayed geometric figure. Tells the properties of geometric shapes. Shows objects that look like geometric shapes.

➢ Learning Outcome 16: Makes simple addition and subtraction using objects. Indicators: Adds the specified number of objects to the object group. Allocates the specified number of objects from the object group

Technology and e-Engineering

➢ Flowerpot design from waste bins

➢ Makes flower pot drawing and design

➢ Produces solutions in problem situations.

➢ Jigsaw, chatterPix, blog poster

21st Century Skills ➢ Collaboration

➢ Creativity

➢ Imagination

➢ Critical thinking

➢ Technology literacy

➢ Science and math literacy

Cognitive Development Main discipline

Learning Outcome 2: Makes a guess about the object/situation/event. (He tells his guess about the object/situation/event. Examines the real situation.)

Learning Outcome 5: Observes the object or entities.

Learning Outcome 17: Establishes a cause-effect relationship. (He tells the possible causes of an event. He tells the possible consequences of an event.)

Learning Outcome 19: Generates solutions to problem situations. (Says the problem. Suggests various solutions to the problem. Chooses one of the solutions.)

OTHER DISCIPLINES

Language Development: Learning Outcome 5: Uses language for communication purposes. (Participates in conversation. Says feelings, thoughts and dreams.)

Learning Outcome 7: Understands the meaning of what they listen/watch. (Fulfills verbal instructions. Explains what they listen/watch. Comments on what they listen/watch. Answers questions about what they listen/watch.)

Social Emotional Development: Learning Outcome 10: Fulfills his responsibilities. (Shows that he is willing to take responsibility. He fulfills the responsibility he has assumed. He tells the possible consequences when the responsibilities are not

fulfilled.)

Achievement 13: It preserves the aesthetic values. (He tells about the beautiful and disturbing situations he sees around him. He values the beauties around him.)

Event Name-Content: ENERGY SAVING RENEWABLE ENERGY WIND ENERGY

Activity Type: Science, Turkish and Art (Integrated Large and Small Group Activity)

Materials: Paper cups, skewers, water, scissors, lids, boxes, packaging waste, etc.

Words: Mill, water saving

LEARNING PROCESS

• ENERGY SAVING RENEWABLE ENERGY WIND ENERGY: Water Mill construction

Problem Statement: Effective use of renewable energy resources

How can we make our own water mill by saving energy?

• The video to be shown in the lesson is prepared before the lesson.

•

Chat about what is watched in the video. Students' ideas are listened to about why this is so.

INTRODUCTION: Teachers can use images and videos to draw attention to climate change.

https://www.youtube.com/watch?v=WJz1sfCIwNE :Climate Change Global Warming

What are renewable energy sources for children? How to save water, how to save energy, etc. questions are provided to brainstorm questions. What can we do by using natural resources with wind energy? Have you ever heard of it before, what purpose do you think it is used for, and the subject is introduced and a concept map is created together.

DISCOVER :

At this stage, the teacher offers students and parents the opportunity to explore nature with nature walks. Those who do not have the opportunity to see it on site can conduct research and bring the documents they have collected at the end of the research to the school and examine it as a class.

• “Energy saving” and “Energy efficiency” are two completely different concepts. We can define using less energy as “Savings” and using energy smarter as “Efficiency”. Energy saving is a behavior that leads to less energy use. Turning off the lights when leaving the room and throwing aluminum and cardboard boxes into the recycling bins are ways to save energy. Energy efficiency is the development/use of technology and software that needs less energy to perform the same function. Energy efficiency refers to the reduction of energy consumption per unit service or product amount without reducing the living standard and service quality in buildings, and the quality and quantity of production in industrial enterprises. Developing countries, in energy policy; Aiming to achieve economic growth, energy security and environmental protection are together. Energy is one of the basic inputs of production. Production, on the other hand, is a necessity that ensures the existence and quality of human life.

• However, the following problems are encountered in energy use;

• Natural resources

running out fast

The environment is polluting

climate.changing

There are high costs for energy.

At the same time with energy consumption, the world is faced with serious

environmental problems such as the warming of the world. Strategies are being developed to reduce air pollution for health, environmental and economic reasons. In parallel with this change process, the concept of "sustainable development" has become more and more important in industrial strategy planning and projects.

• Unconscious energy consumption has not only brought about the efficient use of energy resources, but also has brought along the search for the prevention of important environmental pollution caused by the discharge of all kinds of solid, liquid and gaseous wastes into the nature without treatment. Energy efficiency has an important place in solving environmental and economic problems caused by the increase in energy consumption.

• Energy efficiency is to use energy in the most correct way and not to waste it without any reduction in production, comfort and workforce. Doing the same work with less energy or doing more work with the same energy. Energy efficiency is basically the work done to identify the unnecessary usage areas of energy and to minimize or completely eliminate waste. It is not the reduction or restriction of energy supply, but the reduction of energy consumed per product, not the amount of energy used.

• The producer, which reduces energy costs, will increase its competitive power in the national and international arena by producing the same amount of goods or services with less energy or by producing more goods and services with the same amount of energy.

• Energy Efficiency Blog image

• For energy efficiency, the following issues should be considered as a priority;

• Recovering the energies thrown into the environment in various ways according to

the process

Design, process improvement and smarter use

Preventing unwanted leaks

Changing applications that cause large energy losses

Providing maintenance, increasing efficiency, fast and adequate supply, etc.

The efficient use and management of energy, which has gained an increasing value with the development of the industrial sector in recent years, has become the most important issue of almost every business and has turned into an important structure in the construction sector. and this structure has also been shaped by legal regulations. The process that started with the energy management regulation in the industry published by the Ministry of Energy and Natural Resources

• Efficient use of energy for both the environment and sustainability of businesses, energy managements that come into force as a result of both national and international legal regulations and contracts; It has become a necessity to collect and evaluate data in order to increase the energy efficiency in their own areas of responsibility, to carry out projects and studies for the areas resulting from inefficiency and to make studies that can use energy more efficiently.

• Energy is one of the most important inputs for the economic and social development of countries. The rapid depletion of fossil fuel reserves such as oil and natural gas, which meet a significant part of the world's energy needs, is one of the most important problems of our energy age due to the depletion of the ozone layer due to the rapid increase. threatening human life in energy consumption and greenhouse gas emissions.

•

• The teacher can reflect the images about climate change on the screen and ask the students the following questions:

-What do you see in the pictures? (Drought, climate change)

-Why could this happen?

Have you encountered such a situation around us?

• The following videos about climate change are watched.

• ENERGY SAVING WEEK:

• https://www.youtube.com/watch?v=po6ZQhuwjno

https://www.youtube.com/watch?v=po6ZQhuwjno

https://www.youtube.com/watch?v=r9wCD90TFNg : Global warming animation

After watching what's in the video, chat.

Students are encouraged to remember by asking simple questions.

- What else can we do to protect our world?

Activities related to energy saving are carried out with children. At school, interesting creative works such as panel works, water saving, bookmarks are made.

DEEPENING:

WATER MILL CONSTRUCTION

We make 5-6 glasses with 2 plastic cardboard plates and 2 garbage skewers and turn them with water.

Draw a prototype of how we make a watermill

Mathematics Integration At this stage, students do rhythmic counting and addition exercises. With how much water goes, collection activities are carried out. Children's mathematical skills are supported with the addition study.

WATER MILL CONSTRUCTION:

Engineering Integration: At this stage, the teacher asks the students the question "How can we design a water mill using leftover materials". Children draw their designs on the waste bin.

The materials to be used are determined by the brainstorming method. In small groups, the children make their flower pots.

Technology Integration:

https://learningapps.org/display?v=pkm65xyjn22

https://wordwall.net/play/9170/529/

https://learningapps.org/display?v=pc5t8udyk22

https://learningapps.org/display?v=pnyh5df3322 Make events interesting with a variety of Web2 tools

EVALUATION

- Have you learned to use energy resources efficiently?

- Did you have fun making the water mill?

- Have you learned about renewable energy sources?

- Have you done very important awareness activities for the future of our energy saving world?

FAMILY PARTICIPATION: Families are asked to work with their children on water conservation. They are reminded to share their pictures at the sink, using the dishwasher and brushing their teeth.

Pre-school teacher

Gulsum ATILE

FEBRUARY PLAN

GREEN STEM e Twinning PROJECT IMPLEMENTATION COURSE PLAN (February)

Event Name-Content: One Seed, One Sapling (Climate Change)

Activity Type: Science, Turkish and Art (Integrated Large and Small Group Activity)

Materials: Crayons, paper, seeds, scissors, caps, boxes, packaging waste etc.

Words: Waste, recycling, decompose, symbol, climate change

LEARNING PROCESS

Students will be able to

• They will recognize the concepts of decomposing waste materials, symbols, seeds, living, non-living etc.

•They will learn how recycling works.

• They will explain in detail what they should pay attention to for the protection of nature and climate change.

Problem Statement: What can we do to protect our forests and nature, which are destroyed and declining due to climate change and unconscious consumption?

• It will be done in the video that will be shown in the lesson.

https://tr.euronews.com/2020/01/08/video-dunya-yi-tehdit-eden-kuresel-isinmanin-sebepleri-ve-sonuclari-nedir?jwsource=cl

Chat about what is watched in the video. Students' ideas are listened to about why this is so.

INTRODUCTION: The teacher can use images and videos to draw attention to climate change..

https://www.youtube.com/watch?v=WJz1sfCIwNE : Climate Change Global Warming

After the children's attention is drawn, they are allowed to brainstorm questions such as how we can stop climate change, what can we do, etc. Then, the subject is introduced with questions such as why waste material or recycling is called, what purpose do you think it is used for, and a concept map is created together.

EXPLORE: At this stage, the teacher offers the opportunity to explore nature with nature walks from students and parents. Those who do not have the opportunity to see it on site can conduct research and bring the documents they have collected at the end of the research to the school and examine it as a class.

• You go to the garden and observe the trees in the school garden. We talk about what we see around us in the school garden, on the street, at home.

What would happen if there were no trees?

Why do the seasons change?

Why is it dangerous to have very hot weather in winter?

Why should we protect forests? etc.

Accompanied by these questions, students are provided to think about climate change.

• The teacher can reflect the images about climate change on the screen and ask the students the following questions:

-What do you see in the pictures? (Drought, climate change)

-Why could this happen?

Have you encountered such a situation around us?

• Watch the following videos about climate change..

https://www.youtube.com/watch?v=F4i4ca84xis : Theme climate change

https://www.youtube.com/watch?v=r9wCD90TFNg : Global warming animation

After watching what in the video, chat.

Students are encouraged to remember by asking simple questions.

- What is climate change?

- What causes climate change?

- How does protecting trees help climate change?

- What else can we do to protect our world?

• With costumes made from drama and waste materials, and fashion show work, what we can experience in the event of drought and the destruction of trees is animated. Next, students are asked to draw a picture of what we can do to prevent climate change. Drawn pictures are examined, ideas are discussed. It focuses on planting seeds and saplings.

• In order to grow our own saplings, pre-watered fruit and flower seeds are examined. Afterwards, soil is placed in the pots we made and seeds are planted in the soil. The names of the children and the planting date are written on the papers on the pot. It is talked about how the seeds should be taken care of in order to grow. When they are big enough, they can be put in the garden etc. It is agreed that we will plant.

• Irrigation of plants planted with collected rain and snow water.

• Children follow the tree and flower seeds and seed balls they have planted at home with their families. As the seeds grow, the photo etc. continues to be observed.

DEEPING: Mathematics Integration At this stage, students do rhythmic counting and addition exercises. Addition activities are done with seed balls made of paper. Children's mathematical skills are supported with the addition study.

A pulp is kneaded using the pre-collected waste paper and water required for seed ball making. With the pieces separated from the dough, children add their seeds to make a seed ball. The seed balls are left to dry.

Making compost: We need two kinds of materials to make compost. These are called brown and green materials. We can also say wet materials for green material and dry materials for brown material. Finally, what you need is a piece of at least 1 meter long 30x40cm wide that you can mix these materials. tin box.

https://topraktema.org/kategoriler/topra%C4%9F%C4%B1n-gelece%C4%9Fi/siyah-alt%C4%B1n-kompost/

https://www.youtube.com/watch?v=8yATttAmRRM

Engineering Integration: At this stage, the teacher asks the students the question "How can we design a flower pot using leftover materials". Children draw their designs on the waste bin. The materials to be used are determined by the brainstorming method. In small groups, the children make their flower pots.

Technology Integration: Make events interesting with various Web2 tools. Educational games with jigsaw puzzles, voices of seeds with chatterPix application, joint product studies with block posters.

EVALUATION

• Why was climate change occurring?

• What else can we do to prevent climate change, besides multiplying trees?

• What were the benefits of trees and forests to our world?

• If you were the world or a tree, what would you say to people?

• How do we know that plants are alive?

• What do plants need to live?

• Which of our items did we make reusable with recycling today?

• Do the items we use in our home or school need to be new? What other items can we reuse for different purposes?

• What responsibilities do we have when caring for a plant?

FAMILY PARTICIPATION: Families are asked to plant the seed balls sent home with

their children in a suitable place with their children, and to give their children responsibility in the care of tree and plant seeds. As the seeds grow, they are reminded to share their pictures.

RECOMMENDATIONS: It can be planted in different tree seeds and saplings.

Links and images are excerpts.

MARCH PLAN

Problem Statement: How do we understand the passage of time? How do we find our direction.

How does a light bulb light? What is the name of the insect that gives natural chic? What do we invent by looking at this insect?

Description:

Students are asked to bring their broken watches from home.

Clocks are removed and put back on. Clock is a tool for measuring time.

It allows to measure the difference between two different times within the scales created by humans.

The angles between the digits of the clock are 30 degrees. The clock is considered one of the most important inventions in the world.

There are many types of watches. Clocks that we hang on the walls and wear on our wrists accompany us in a large area of our lives.

The watch, which we can follow the time, also has an adventure of invention. So,

who found the clock? Who invented the clock? When was the clock discovered? The clock was first used in Egypt around 4000 BC.

The Egyptians discovered that the Sun rises and sets in a certain order every day. Taking advantage of this, they succeeded in inventing the sundial.

In this type of clock, the hour was calculated by looking at the shadow length formed by an upright object according to the angle of incidence of the Sun.

However, the sundial was lacking. He could not work at night because there was no sun. Thereupon, the Ancient Egyptians invented the hourglass and the water clock.

The date 1524 went down in history as the first date in which wind-up watches were made. German locksmith Peter Henlien produced the first known wind-up watch in history.

In the 1550s, the number of mechanical watches in the world had increased greatly, and the winding watches were replaced by mechanical watches.

Most of the watches produced were of German and French production. In 1575, Swedish and English manufacturers appeared. But at that time, watches were seen as an accessory tool.

In other words, watches were a fashion attempt, apart from the development of the watch literally.

Changes after 1600 did not essentially change this view of fashion and accessories.

Now watches were seen as pure jewelery and were worth jewellery.

The first pendulum clock was produced in 1656.

In 1704, a manufacturer named Dullier tried to replace some of the brass pieces with jewellery.

The pendulum clock made by George Graham in 1721 broke new ground with its punctuality. This pendulum clock was only running 1 second a day.

The watch made by John Harrison in 1761 was the one with the lowest strabismus rate among watches made up to that time. Just 0.02 seconds per day was a surprise, the maker of this watch, John Harrison, was awarded the prize money. The prize was worth $10 million.

In 1800, a pocket chronometer was made for the first time, meaning the second was pocketed for the first time.

In 1850, a large-scale watch factory was opened for the first time in America, and mass production began for the first time.

In 1952, the first battery-powered watches began to be produced, working with batteries "miraculously" and reaching the durability and precision that no winding watch could match.

In 1970, the first electronic clocks in history began to appear in the markets.

WATCH TYPES:

Astronomical watch,Astrarium,Atomic watch,Quantum watch,Quartz watch,Marine timepiece,

Wristwatch,Waterproof wristwatch,Analog watch,Train watch,Solar watch,Diving

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Excessive Violence
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"PROJECT 5 E PLAN"

Name: PROJECT 5 E PLAN
Author: Gülsüm Atile

Gülsüm Atile, Ayça DEMİR, Emel Cansevdi̇, Mehtap Demirel, Melek Çılgın, NURULLAH GÜRBÜZ, Salih çalık, Seher BEDIR, tubasen

This course plan focuses on teaching preschoolers about energy resources and energy saving through various activities. It integrates science, math, technology, and 21st-century skills. The plan includes lessons on counting, recognizing geometric shapes, and making simple additions and subtractions using objects. It also involves designing flowerpots from waste bins and constructing a water mill. The book needs improvement in organization, content development, vocabulary and word choice, and grammar, spelling, and conventions.

(35 pages)

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