“Go Green” eTwinning Project Activity (2024-2025)
Project Partner Countries: Turkey(9), Romania(6), Croatia(1), Greece(1), Slovenia(1), Georgia(1)
Age range: 7-11
Project duration:October 2024 - June 2025
01-31 December 2024
Activity 1: Water Pollution and Treatment (7-11 years old)
Problem: Due to the lack of clean water, living conditions become difficult and various health problems arise.
1. Engage:
The teacher brings two bottles of clean and dirty water to the class and asks which one is healthy. Ask students about the importance of water for living things and discuss what would happen if there was no water. Add the results of this discussion on the mind map in Canva (https://www.canva.com ). Why do you think water gets polluted? What kind of harm can using dirty water do to us?’ brainstorm with questions such as.
- Watching a Video: Watch a short and simple animation or video about water purification. In the video, the process of cleaning dirty water should be shown in a fun and understandable way. Show photos of a polluted lake or river and talk about the causes of water pollution. Let them learn about the problems faced by people around the world who cannot access clean water.
2. Explore:
- Give students examples of clean water and dirty water. Discuss the damages that will occur when we use this water. List the damages that dirty water can cause to humans and other living things. Ask students to examine these water samples under a microscope. If you do not have a microscope, you can use a magnifying glass. Also, analyse the different methods that can be used to treat polluted water and show a video or presentation on the subject.
3. Explain:
- Students research and present the materials to be used for purification and how these materials clean the water. Which material fulfils which task? They find an answer to the question. They explain the tasks of the materials used in purification.
4. Elaborate:
- Have them find the materials they will use in this study. If they do not have any, give them (sand, gravel, activated charcoal, coffee filter, cotton, etc.) and let them discuss how they can be used. They will test how the materials they use clean the water. When setting up this system, they plan which materials they will use and how they will use them. Make several prototypes by changing the order of the materials and let them find the most suitable result. They test their treatment system and evaluate the results. Here, observe and note which work gives better results.
5. Evaluate:
- Evaluate samples of treated water and discuss which is the most effective.
Students reflect on what they have learnt during the process and the importance of water purification. They prepare a song about the importance of clean water. Students can write the lyrics or you can create it by writing promt.
The pictures taken from the beginning to the end of the activity are prepared as a mind map image, video or collage picture and uploaded to the page with the song created with suno with explanations.
‘Go Green’ eTwinning Project Activity
01 - 31 January 2025
Activity 2: Winter Protection Systems for Street Animals (7-11 years old)
Problem: Stray animals face the risk of freezing and starvation in cold weather conditions. This situation can cause serious damage to their health and the environment they live in. With the answers given, a mind map is created with https://www.mindmeister.com/ web 2 tool.
Areas Covered: Science, Technology, Engineering, Maths (STEM)
1. Engage
Objective: To draw students' attention to the topic and arouse curiosity.
- Activity: Let the students watch a short video showing the difficulties faced by street animals in winter. In the video, emphasise the cold weather conditions, the difficulties of finding food and the animals' need for warmth.
Question: After watching the video, discuss the question ‘What are the biggest problems faced by street animals in winter?’. Ask students to share their thoughts.
2. Explore
Objective: To enable students to discover new information by doing research on the subject.
- Activity: In groups, assign students the task of researching the ways in which animals are protected from the cold and how to save energy. Also ask them to investigate the difficulties of street animals in finding food.
Materials: Internet access, books, poster paper, pencils.
Outcome: The groups will share the results of their research with posters or presentations in class.
3. Explain
Objective: To enable students to make sense of the information they have discovered and to explain the basic concepts of the subject.
Activity: Ask students to discuss what kind of shelters street animals need to survive in winter conditions. Introduce them to engineering concepts such as insulation, material selection and energy saving.
Example: How can simple insulation techniques help keep a shelter warm? Introduce students to different materials (cardboard, plastic, fabric, etc.) and explain how they retain heat.
4. Elaborate
Objective: To enable students to reinforce what they have learnt with a practical project.
- Activity: Have students work in groups to design a simple, low-cost shelter and food storage system for stray animals. Students should select materials, explain how the shelter will work, and create a prototype.
Materials: Cardboard boxes, Styrofoam, plastic bottles, old fabrics, glue, tape, scissors.
Prototype: Each group presents their shelter prototype in the classroom and explains to the other groups how it works.
5. Evaluate
Objective: To evaluate students' learning processes and provide feedback.
- Activity: Have students review their projects and discuss which projects were the most effective and why. Also, ask them to think about how they can help stray animals more.
Self-Assessment: Each student evaluates his/her own learning process and his/her role in the group work.
Question: Discuss the question ‘If we could actually use this shelter you designed for stray animals, what difficulties would we face?
The pictures taken from the beginning to the end of the activity are prepared as a video or collage picture. Using the artificial intelligence tool https://ideogram.ai/ , a picture of the work to be done is created. Together with the mind map image, these studies are uploaded to the page with explanations.
‘Go Green’ eTwinning Project Activity
01 - 28 February 2025
Activity 3: Energy Saving and Renewable Energy (7-11 years)
Problem: Our world's resources are rapidly depleting. Unconscious extraction of underground resources and our fast consumption habits are both costly and harmful to the environment.
The teacher shows a short animation or documentary about energy saving and renewable energy. After the video, the class does a short brainstorming about the diversity of energy sources, energy waste and its effects on the environment. What comes to mind when we say energy https://wordart.com/ is prepared with web 2 tool
Renewable Energy Prototype with Recycling
Project Topic: Energy Saving and Renewable Energy
Age Group: 7-11 years old
Learning Model: 5E Learning Model
Objectives
To enable the recognition of the energy sources of the details.
To encourage them to develop a functional prototype using agile materials.
Increase energy saving.
Enable them to use STEM disciplines (Science, Technology, Engineering, Mathematics) effectively.
Lesson Plan with 5E Model
1st INTRODUCTION (Engage - Attracting Attention)
The teacher asks the following information:
‘How do we produce electricity?’
‘What are the ways to save energy at home?’
‘Can we produce energy using waste materials?’
Short video presentation: ‘How is energy produced with the sun, wind and water?’
An experienced energy engineer or environmental scientist can be invited to give a short speech.
2. DISCOVERY (Explore - Explore)
Workshop: ‘Making Renewable Energy Prototype with Recycled Materials’
Materials:
(Students are asked to provide them from their homes or the teacher provides them)
Plastic bottles, plastic bottles
Cardboard boxes, toilet paper rolls
CD/DVD, pipettor, rubber bands
Ice sticks, wooden sticks, rope, wire
Aluminium foil, transparent plastic containers
Small DC motor (deprived of toy cars or the teacher provides)
Mini LED lamps, small solar panels (if available)
Study:
According to the groups, prototypes of wind turbine, solar panel or hydroelectric options can be made.
Wind Turbine Prototype: They can rotate CDs and plastic spoons by making a propeller.
Solar Panel Prototype: They can heat a sunlight using aluminium foil and plastic bottles.
Water Wheel (Hydroelectric Prototype): Those who can make a device that moves with water power by turning pet bottle caps into a wheel.
3. EXPLANATION (Explain - Explanation)
Each group, how their prototypes can be produced.
The teacher explains the phenomena occurring in energy and electrical energy.
Students can change the size of the waste from which prototypes are made.
4. DEEPENING (Detailed - In-depth Examination)
They try to make students more efficient by adapting them to their prototypes.
Maths connection: Simple calculations are made about energy production (e.g. counting how many revolutions a propeller makes).
Real world connection: ‘If we were to enlarge this project, which social parties would we tell about the solution?’ problems are discussed.
5. EVALUATION (Assessment - Evaluation)
Monetary evaluation methods:
Ability to explain the working structure of the prototype
Explain what they have learnt about renewable energy
Contributions of group work
Whether their prototypes are sustainable
Teacher evaluation formula:
Has energy saving increased savings?
Were they encouraged to produce their own solutions?
Were STEM disciplines successfully integrated?
Notes:
- During the prototype work, the teacher should take the necessary precautions to ensure the safety of the students and warn them not to use dangerous materials such as cutting tools. The materials to be used in the projects should be selected from recyclable materials if possible. This will also teach students the concept of sustainability. A presentation on the benefits of renewable energy was created with the artificial intelligence tool https://gamma.app/.
The pictures taken from the beginning to the end of the activity are prepared as a video or collage picture. The work to be done using the artificial intelligence tool https://gamma.app/ is created. Other studies related to this presentation are uploaded to the page with explanations
‘Go Green’ eTwinning Project Activity
01-31 March 2025
Activity 4: Topic: Soil Erosion and Prevention Methods (7-11 years old)
Problem: We are unconsciously losing our soils, which have been formed over millions of years, due to erosion.
Aim: To enable students to understand what soil erosion is and to learn how erosion can be prevented.
Objectives:
- Explain what soil erosion is.
- Describe the causes and effects of soil erosion.
- Explain the methods used to prevent erosion.
- Develop their own erosion prevention designs.
Materials:
- Soil, water, various plant samples (grass, beans, etc.)
- Miniature hills (made using fabric, sand, mud)
- Plastic cups, sponge, stones, small sticks, clay
- Straws, drinkers
- Paper and pencils
1. Engage (Interest Arousal)
- The teacher shows a hill model to the class and pours water on it and observes how the water carries the soil. The students are asked questions such as ‘What do you think happened on this hill? Why did the soil move?’ questions are asked. Soil erosion is defined and real life examples are given (for example, erosion caused by flooding). At this stage, an erosion picture is prepared as a puzzle with https://www.jigsawplanet.com/ web 2 tool and students are allowed to play.
2. Explore
- Students create their own hill models with various materials. Erosion is observed by pouring water on the models. Students test how they can reduce erosion by using different materials (e.g. plant roots, stones, sponge).
3. Explain
- Students share the results of their experiments with the class. The teacher explains how plant roots help to hold the soil, how stones reduce the speed of water and prevent erosion. More in-depth information is given about the effects of soil erosion on nature and people.
4. Elaborate
- Students create their own designs to prevent erosion using what they have learnt. They present these designs with drawings or models. Real-life examples (e.g. methods to prevent erosion on agricultural land) are linked.
5. Evaluate
- Students complete a short written test or an in-class presentation to assess what they have learnt - Students are asked questions such as ‘What is the most effective way to prevent erosion? Why?‘ - Students’ designs and experiment results are evaluated.
In this activity, a poem or a short story about the damages and effects of landslides will be written using the artificial intelligence tool https://chatgpt.com/
The pictures taken from the beginning to the end of the activity are prepared as a video or collage picture. The work done using the artificial intelligence tool https://chatgpt.com/ and the link to the game prepared with https://www.jigsawplanet.com/ are uploaded to the page with explanations.
‘Go Green’ eTwinning Project Activity
01-30 May 2025
Activity 5: Biogas Production from Vegetable and Fruit Waste
Grade Level: 7-11 years old (3-5th grade primary school)
1. Introduction (Engage)
Purpose: To arouse students' interest and curiosity, to ensure that they understand what biogas is.
Activity:
Students are shown a short and entertaining video about biogas and the conversion of waste into energy.
After the video, ask questions such as "Can waste be transformed into anything else?" or "What can happen with the vegetables and fruits they throw away?" to make them think.
Talk about the areas of use of biogas by sharing a small story or experience with bolluk.
2. Explorer
Purpose: To ensure that they discover how vegetable and fruit waste can be used in biogas production.
Activity:
Divide students into small groups and give different vegetables and fruits to each group.
To explain a simple arrangement: Vegetables and fruits are added to a small plastic bottle and placed under water. The mouth of the bottle is closed with a balloon.
Students are asked to observe the bottle for a few days, check whether the amount of gas formed does not spread and whether the balloon inflates.
3. Explanation (Explain)
Purpose: To ensure that individuals understand how biogas is formed.
Activity:
They share their findings by reporting their observations and gathering them in the classroom.
The teacher explains that the process of decomposition of waste is broken down by microorganisms and that biogas is formed in this process. He explains that biogas generally releases methane and releases energy when burned.
While explaining the inflation of the balloon, he explains that the gas accumulates and the balloon expands.
4. Elaborate
Purpose: To make students think more about the benefits of biogas.
Activity:
Ask students for detailed explanations so that they think about how biogas can be used as an energy source: "How can we use this gas?" or "What can be done with this gas?"
Comparisons of biogas with alternative energy sources (such as solar, wind) are reduced. During this time, it is emphasized that biogas is obtained from waste that is already in their studies and therefore is a sustainable energy source.
5. Evaluate
Purpose: to evaluate what they have learned and review the project.
Activity:
Ask students to make a mini presentation about the project or prepare a simple poster about what they have learned.
Each group has experimental results and potential usage options for biogas.
You can evaluate the participation of project members, their observations and the biogas event using evaluation assessments.
Notes:
Safety Measures: Attention should be paid to gas leaks and hygiene rules during the experiment.
Materials: Plastic bottle, balloon, various vegetables and fruits thrown, water.
Recommended Time: 1 week (for observation and final presentation).
This plan allows people to gain in the future about the recyclability of waste and to learn the basics of biogas production.
In this activity, students will prepare a crossword puzzle or word hunt using the website https://learningapps.org/ Teachers will prepare the presentation of the activity with the artificial intelligence tool https://app.napkin.ai/
