Teachers from Turkey, Azerbaijan, Slovakia and Croatia came up with 5 rules, discovering the Power of Water, Earthquake Resistant to Design Houses. Parıltı designs a new generation recycle bin. Glitz Helps Bees. We created the stories through joint product studies with students. According to the Problem situation determined in the story with our Project Partners, our Joint 4 Plans include the main theme of Sustainability and Citizenship in the best way. We implemented our plans with pleasure.
eTwinning projects give schools far from each other a chance to work together. It’s a great platform to communicate and collaborate remotely with students, teachers and the entire school community.
In our project, students’ language development will be supported with stories. It will broaden perspectives with the combination of mathematics, science, technology, engineering and arts. They will start expressing themselves in the best way possible. With the STEAM approach, it is inevitable to take part in pre-school education, as it expresses an interdisciplinary and applied education model in which active participation of the student is ensured. 5-6 age group students are involved in STEM education. We would like to show you that we made beautiful designs by having fun. I implemented our eTwinning project, which covers the ages of 5-7 with my ” Diligent Bees Mother ” students. I will explain the 2nd Plan Earthquake Resistant House Design from the project studies.
Example: How Do I Design an Earthquake Resistant Home?
We aimed to design a durable house that can reduce the impact of the earthquake. We wanted to: 1) To learn the effects of earthquake and earthquake in this learning scenario, 2) To realize that earthquake is inevitable. We used waste for house construction. In addition, students learned about earthquake precautions. They used a simple method. They discussed other solutions that can be made to design an earthquake-resistant home. They also gave a final presentation of the design and learning. Some of them made posters.
- Defines the basic processes needed for a project.
- Uses the naturalization process cycle.
- Develops prototypes as part of a circular design process.
- To raise awareness about the house we live in, solid buildings.
- To discover ways of earthquake protection.
- Expressing yourself in creative ways.
Materials: Pipette (Long), Tongue Stick Pasta, Toothpick, Skewers, Play dough, Styrofoam, Hard cardboard carton
Online Tools: Zoom, eTwinning webinar, eba (Education Information Network)
Parıltı is the Story Hero of our Project. Parıltı Designs Earthquake Resistant Houses is our story created by student studies. We told our students our story. We determined the problem situation with the questions after the story. Glare experiences the earthquake. He saw the houses destroyed by the earthquake in the vicinity. He wants to design earthquake-resistant houses. We also helped Parıltı.
It was aimed to be informed about the earthquake. What is earthquake with visual-video, art activities, games, experiments to our students with distance lesson (eba) and support of families? What are the measures that can be taken in an earthquake? We learned.
About the topic: We examined the shapes used in house construction in the environment. We did math studies on shapes.
In the project, we used various web tools and educational games: wordwall.net, jigsawplanet.com, learningapps.org, educapy.com, cram.
In the engineering phase
We examined our materials with our students through distance education. We drew our designs.
We evaluated our designs individually and as a group. The endurance test of the houses was evaluated by group/team. By answering their questions, they were enabled to establish a cause-effect relationship.
Endurance test was evaluated by individual students:
- How should engineers build the buildings they build so that they are strong and withstand shocks?
- If you design a building for yourself, what materials would you use in its construction?
In distance education, we asked the parents to help them concentrate the attention of our students and do the activities on time. During the activities, the students felt that wonderful feeling of learning and discovering new things.
In our project, I applied our 2 plans remotely and our 2 plans face to face. I realized that both of them provide different gains for the child. It was a very nice project.
You can review the studies related to our plan from the Project Blog page given below: