About myesiltepe

Postgraduate: Yıldız Technical University – Institute of Social Sciences Curriculum and Instruction Non-Thesis Master's Degree Programmes - -Istanbul 2007- 2010 Effect of Strategic Intelligent Games on Gathering Attention Postgraduate: İstanbul Commerce University – Institute of Social Sciences Applied Psychology Non-Thesis Master's Degree Programmes -Istanbul 2007- 2010 Religiosity Trends and Marriage Relationship Harmony, In Mixed Marriage Postgraduate: Yeditepe University – Social Scıences Graduate Studies - Educational Administration and Supervision With Thesis- Istanbul 2004 - 2008 The Employee Performance Evaluation Opinion Relating to Comparison Of Teachers And Administrators İn Armenian Minority, Official And Private Kindergarten, Primary, Secondary School University Faculty of Education, Celal Bayar University – Manisa Classroom Teacher Education – 09/1988 – 06/1993 High School: Özel Esayan High School – Istanbul Maths – 09/1983 – 06/1987 I am a pacifist who wants to turn schools into a center that educates the community and grows healthy individuals, creates science into life, creates art, claims own culture. And I also want learning and academic information to give direction to life, make present time functional by continuous learning and development.




In this project, pupils will be reminded of the importance of water in their lives. Apart from our survival, water has played a major role in the place we live in. Some of us live next to the sea which means, that maybe our city is a port or attracts people for a vacation. Some others may live next to rivers also used for transportation or in lakes that host rich biodiversity. Some areas use water to produce their energy. In some others, they construct dams to water their fields. And, of course, there are places that lack water and people have been adjusted to this fact. The impact of water both in our lives and places is crucial in this project.


The pupils should watchlearnunderstand and conclude that water:

-Is essential for our health, cleanness and wellbeing

-Has made what Earth is (a blue/green planet)

-Plays a major role in energy production and economy

-Drinking water is not accessible (or clean) for everyone in the world

-Not inexhaustible on our planet

-There are ways to save and protect it


A teacher calendar will be created with all the activities in this 9-months project. The schedule will demand one activity per month. The works will be uploaded on twin space. We propose the following, but let’s keep in mind that anything can be discussed, changed, or omitted:

September: Introduction to ourselves/school/place. Could be one of the following: A group photo in front of your school and a postcard (from the web) of your place. Or, a ppt with your photos and what your hobbies are. More advanced, make a video or use any other digital tool you are familiar with.

October: “Water is everywhere”. Discuss the water cycle. Watch the trees and gardens, fruits and vegetables. Take a photo or draw some of them. Plant flowers or vegetables in small plastic pots. Watch them grow! Talk about water in our bodies.

Let’s start keeping a rain/snow calendar from October 1st until the end of June 1st and see in which (partners) area has rained/snowed more (or less) days. This is going to be a handcraft in our class. Every day from Monday to Friday we will be sticking a “sun”, “rain”, “snow” or “fog” sign on the calendar. We have to create a 9 monthly calendar!

November: “Water is precious”. Let’s ask our children what they know about drought or water pollution. Talk to them about some key facts and decide together about water-saving practices.

December: “Pastry making”. Whatever you plan to do, you’ll need water! Choose something for your traditional confectionery.

January: “Story Telling”. Find, or better, write something about water. Anything, a small text, a letter, a fairytale… Share with us a traditional song about water.

February: “Biodiversity in natural protected water areas”. Why is it so important for us? Is there any nearby your school?

March: “Water in my place”. Send us your photo from the water element that describes your place: Your Sea, lake, river, waterfall, fountain, or even the water at the center of your village. Compare web photos of places rich in water with those that have less (for example Nile delta).

April: “Water is energy”. Talk, show or discuss energy. Make a virtual visit to a hydropower station. If there is in your area, visit old watermills. Talk about domestic devices that use water: boiler, washing machine, or dishwasher

May: “Water Games”. You decide if the kids will become wet or not! Discuss with them what they know about water sports.

June: Assessment and presentation of the project




Konstantinos Tzavidas: ARIDEA, Greece Primary School of Loutraki-Pella

Beata Wójcik: Puławy, Polonya, Szkoła Podstawowa nr 1 im. Tadeusza Kościuszki w Puławach

Margrit Yeşiltepe: Beşiktaş, Türkiye, İstek Özel Atanur Oğuz İlkokulu



While technological developments are taking place rapidly in recent years, we think that STEM (science, technology, engineering, math) education should be given starting from primary school in order for students to overcome the problems they may encounter in real life. They will learn to use 21st-century skills. Our goal is to raise individuals who can deal with problems and use scientific ways.

Ages: 5-12

Duration: 7 months

Lesson Hours: 1 Lesson hour every week


By integrating STEM subjects, we encourage students to use the 5E Learning Model, Project-Based Learning, engineering designs and to work collaboratively to structure the teaching-learning process in a way that enables students to demonstrate the scientific thinking process, and to transfer knowledge to new situations. It provides benefits such as psychological vitality, superior cognitive functioning, less illness, and faster recovery after an illness in all individuals, especially in children. In fact, scientific research and design-based thinking are the basis of decision-making processes in Science, Technology, Engineering, and Mathematics. We want to prepare students for life by thinking that their learning by doing-living is permanent.

Integrating engineering and science provides opportunities for students to develop their learning and interest as they are exposed not only to science content but also to scientific research. We also want to change the idea that women are (unconsciously) incapable of science in society and eliminate the sexist approach.


Project preparation work will be done.

There will be an introductory webinar.

A pallet will be created and all partners will write their expectations about the project here.

The poster of the project will be prepared and the poster determined by the majority will be selected.

Task distribution will be made.

Creating a blog and website.

Creating a corner of curiosity in the classroom.

Classroom reading and review of Hubert Reeves’s “Oceans” and “The Jungle”


Introducing the word Science, which constitutes STEM.

Organizing science competition using Kahoot app.

Rearranging the classroom seating in accordance with the project activities. To ensure that the classroom is used as a laboratory in order to develop problem-solving skills.

Formation of student teams. Making students understand that the research process is more important than the result.

Observing animals and leaves in the natural environment. Making presentations about the observation results. Bilingual presentations will be provided for students.

Watching documentary.

Using virtual reality glasses.

Using the see, think, wonder method, students interpret pictures and create a word cloud with the mentor application.

New Year’s card preparation and correspondence of schools.


Giving information about the word Technology that makes up STEM. According to this, a lesson plan will be prepared.

Preparing and sharing the lesson plans containing coding activities without a computer. Thus, exchanging ideas. Conducting coding activities without a computer.

Finding and presenting biomimicry samples

Presentation by an expert on STEM careers.

Making various video presentations about Stem future careers for parents and students.

Making and presenting pinwheels using scientific inquiry methods


Creating a class on the Code.org platform and students completing coding games on this platform.

Preparing and using plant puzzles for students to get to know and experience nature directly.

Preparation of e-safety day events.


Observing the sky. Talking about the types of clouds they see, drawing them.

Observing how seeds grow. Growing plants.

Spacecraft design.


Earth Day events.

Making Science and Mathematics designs by using the Scamper technique.

Designing plants with origami.


Conducting a survey to evaluate the project process. Exchanging information on whether the project objectives have been achieved or not.

E-twinning day events

Creation of the project virtual exhibition

By bringing different disciplines together, to establish a connection between the information encountered in real life and the learned information and to ensure the realization of meaningful learning. By contributing to the development of STEM (science, technology, engineering, math) literacy and STEM (science, technology, engineering, math) education global entrepreneurship; to establish links between the school and the community. In addition, to enable students to make connections between the fields of science, technology, engineering, and mathematics and to apply these connections. To embody the subjects and increase the motivation of the students with the teaching that includes STEM-based activities. Students solving engineering problems in science and mathematics classes also facilitate their learning of science and mathematics.

To increase the cognitive development of children by improving their awareness, reasoning, and observational skills with nature practices. We aim to create a sense of unity and peace in children and to develop their observation skills. In this process, children’s interaction with peers and adults enriches their perceptions of objects and events in their environment, thus realizing a permanent learning process.

Project Introduction Video/Proje Tanıtım Videosu: https://www.youtube.com/watch?v=VOQpFIL3q8w


Our Blog

E-safety Day: https://www.youtube.com/watch?v=TWY6Ix3VGMc

We prepared a new year calendar with the logos prepared by the project partners: https://twinspace.etwinning.net/files/collabspace/0/40/140/208140/images/c5678b8c2.jpg

Project table: https://twinspace.etwinning.net/files/collabspace/0/40/140/208140/images/ad72e8917.jpeg

World pi day: https://twinspace.etwinning.net/files/collabspace/0/40/140/208140/images/bfb24fddf.jpeg

We welcomed spring with our slogans: https://www.youtube.com/watch?v=wMgfqqiI0RM

Project Brochure/Proje Broşürü: https://twinspace.etwinning.net/208140/pages/page/1861188


Project Owner:Özge SAVUNCU; Anafartalar İlkokulu; Artuklu / Türkiye

Project Owner: Silveria CONTE; San Nicola La Strada (Ce), İtalya


Suzan ÖZDEMİR; Anafartalar İlkokulu; Artuklu / Türkiye

Mehtap Gülsüm ÖZBEY; Anafartalar İlkokulu; Artuklu / Türkiye

Seda AKTAŞ; Şehit Kadir Kayveni İlkokulu; Yakutiye, Türkiye

Ebru BALCİ; Anafartalar İlkokulu; Artuklu / Türkiye

Zekiye ADIBELLİ; Anafartalar İlkokulu; Artuklu / Türkiye

Leyla DİNÇ; Anafartalar İlkokulu; Artuklu / Türkiye         

Margrit YEŞİLTEPE; İstek Özel Atanur Oğuz Okulları; Beşiktaş / Türkiye

Meral GÖKDAĞ; Anafartalar İlkokulu; Artuklu / Türkiye

Nevin AKKUŞ; Anafartalar İlkokulu; Artuklu / Türkiye    

Valeria DIANI; San Nicola La Strada (Ce), İtalya

Pina FIORE; San Nicola La Strada (Ce), İtalya      

Loredana Luisé; San Nicola La Strada (Ce), İtalya            

Brigida De SOMMA; San Nicola La Strada (Ce), İtalya    

Stefania BUONAJUTO; San Nicola La Strada (Ce), İtalya            

Maria Antonietta GRİLLO; San Nicola La Strada (Ce), İtalya       

Matilde PANARIELLO; San Nicola La Strada (Ce), İtalya

Felicia BELGİORNO ; San Nicola La Strada (Ce), İtalya  



These are interactive projects that students enjoy doing. With our partners in the e-twinning project called ISLANDS; we aimed to use a proposal from Nigel Meager’s book “Creativity and Culture: Art Projects for Primary Schools”. To do this, we organized online meetings throughout the year to use the cultural characteristics of society as a bond that gives context to arts and crafts activities using STEM Art.

In this paragraph, I will discuss the steps of our project. First of all, in the ISLANDS project, our students created imaginary islands. In addition, our students, who worked individually online, created project logos and posters. Second, the students designed the map, flag, and the money of their islands. In conclusion, they formed three-dimensional products of history, touristic geographical features, news from their islands, festivals, styles, and dishes.

Ages: 5-9

Duration: 8 months

Lesson Hours: 1 Lesson hour every week


During the project, we had different goals.

First of all, the students defined the features of the fictitious islands verbally and written using STEM Art. They explained their personal ideas, actions, and situations using visual language. On the other hand, they created enjoyable plastic products as a result of the creative process. And, they used bibliographic resources, media, and the internet to plan and organize creative processes by expressing through art in interpersonal relationships.

Finally, they imagined, drew, and worked with different materials, resources, and techniques.

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Recycling is the process of reusing objects to prevent the waste of useful materials. Today’s children should learn this process to save the environment. In this study, our goal is to enable our students to use natural resources consciously. Recycling for reflecting is a project theme where students can create ideas for reusing.

This way, they can take action based on what they have learned in their immediate surroundings. We will guide our students to get to know their natural resources. We want them to investigate the areas that can be used as natural resources in their daily life. Using limited resources our expectation is that the students discover how nature and the environment are affected. We use Padlet, WordWall, Drive, and Okuvaryum as resources they can get help. The students will use recyclable materials in this project. And, we will hold meetings with the students for 3 hours a week through 6 weeks.


We aim to develop students’ thinking, communication, research, and self-management skills. According to do this, we expect the students to take the needed responsibilities starting from their own environment. We want our students to show the things they have learned. By using their sensitive behavior and creativity, they produced materials that meet their needs from waste.

We believe that inquiry-based learning creates more permanent and life-related learning. We would like to encourage other schools and societies to use this project and method.

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