# MATH GAMES WITH “STEM” FOLK SONGS

Entrance :
The teacher said, “What is Keloğlan like? How is she dressed? Who do you know who dresses like Keloğlan?” He directs the questions to the students and listens to the answers, then tells the students one of the Anatolian tales. The meanings of the words “salwar, wooden spoon, halay, carik” in this tale are asked and their foreknowledge is checked. Afterwards, questions about their region are asked and the answers are listened to.
The teacher asked whether they knew Keloğlan or not, “What is your favorite feature of Keloğlan?” raises questions. “Have you ever listened to Keloğlan’s folk songs? “After asking a question like “, he makes children listen to a few folk songs that Rüştü Asya sang in one of his Keloğlan films.

What is the reason for the decrease in interest in folk songs today? What can be done to prevent this?” questions are asked, answers are heard.
Exploration:
“Do you know Turkish stories?” Let’s research a folk song story and present it to the class.
Let’s share the stanzas of the Çanakkale folk song among the groups and present them to the class. Finally, the parts of the folk songs that are read part by part will be combined in a single video.
Explanation :
During the explanation phase, videos about our cultural elements and the lives of our artists are watched from past to present. Pictures are displayed on the web. For example: Neset Ertaş, Aşık Veysel …
 At this stage, the teacher can have the students watch a documentary about our cultural elements. Cultural elements and detailed explanation, missing information is completed.

Elaborate :

It is associated with STEM.
Mathematics integration:
Coding “STEM folk songs” from numbers:
Starting from Aşık Veysel’s poem “I’m on a long and thin road”, students are asked to pose and solve problems with the help of the numbers of the terms “syllable, word, string” in the poem. Thanks to the number to be obtained at the end of the solution, the letters in the alphabet are coded. Since there are 8 groups and each group finds one or two letters and the last group finds the last letter, the keyword “STEM folk songs” is reached. In the activity, the desired number and then the corresponding letter in the alphabet are reached by performing addition, subtraction, multiplication and division operations. Then, the students demonstrate the letter reached and the mathematical operation performed in the classroom by explaining the steps of the operation. The obtained works are sorted piece by piece as “STEM folk songs”.

https://youtu.be/BFx5uuVQBNU

Folk dance object graphic:
 A joke is told about Nasreddin Hodja. The meaning of the word “çarık ” in the paragraph is investigated. The places where the carriage is used are mentioned. Then, our traditional clothes are mentioned and our knowledge about folk dances is checked. The data obtained by making a short research about our favorite folk dances in the classroom is collected and shown by making object graphs. Object graphics are made with students in Canva. With the help of the graph obtained, the problem is established and solved by the class.

Technology integration:
The puzzle prepared in the puzzel.org web 2 tool is solved together with all students and the key word “STEM folk songs” is reached with the coded letters. Our aim is to enable the students who reach certain letters as a group in the previous math activity to see step by step which words they will reach in the individual puzzle solution, to make predictions and to make use of web 2 tools while doing this.

Engineering Integration :
Problem statement: In any part of our country, there are children who lost their babies or musical instruments, who were damaged in the earthquake. Let’s design a doll design or a musical instrument for them.

Maracas Design:
As the musical instrument design, the maracas design was decided. By using waste materials, students who want recycled materials can do it at home, and students who want can do it in the classroom. They will have done free activities by cutting, sticking, painting and decorating as they want. Their hand skills will also be improved. The maracas will be used by keeping the rhythm accompanied by the folk song “Burcak field”.

https://youtu.be/6yFRPNsg2NA

Evaluation:
Based on the theme of “23 April National Sovereignty and Children’s Day” and “Atatürk”, information about “Cultural Elements” is reinforced. Then, the concepts that come to mind when we think of 23 April National Sovereignty and Children’s Day, Mustafa Kemal Atatürk, 23 April, and the students complete the preparation process for the subject.
In addition, with the help of answergarden web 2 tool, “What comes to your mind when you say April 23 and Atatürk?” The answers given on the question are answered by all students.

AIMS :
It is a learning scenario with the desire to embark on a journey based on the roots of our past together. It aims to transform the new generation children into individuals who adhere to their traditions and customs, who can respond to all the needs of the age, and who are equipped with 21st century skills. It is based on raising individuals who can take safe steps by combining their creativity and curiosity with their own cultural elements.

METHOD:
Thanks to the cooperation of the STEM approach with the 5E learning model, it is aimed to increase the sensitivity to science and technology. The 5E learning model includes the stages of entrance, exploration, explanation, elaborate , and evaluation. There are activities that include information that each student can obtain through research, observation and examination at every stage.

AUTHOR: PINAR ALTINKAYA, Primary School Teacher

FOUNDERS : Pınar ALTINKAYA, Halil Akgün İlkokulu, Akdeniz MERSİN

Emel ELDENİZ, Sakarya İlkokulu, Akdeniz MERSİN

PARTNERS : Meryem Bostancı , Zeki Sabah İlkokulu, Akdeniz MERSİN

Nilay SERTEL, Şehit Hamza Çavuş İlkokulu, Çorlu TEKİRDAĞ

Tuba BİÇER, Camili İlkokulu, Akdeniz MERSİN

Ayşe AKKUŞ, Mehmet Fatih Deveci İlkokulu, Akdeniz MERSİN

Bengisu KAYA, Suphi Öner İlkokulu, Akdeniz MERSİN

Fatiş SARAÇOĞLU, Sakarya İlkokulu, Akdeniz MERSİN

paltinkaya30 Nisan 2022Genel

# Earth Day Challenge 2022

This is the event organize to celebrate Earth Day in our school. Every year, on April 22nd, people from around the world come together to celebrate Earth Day! The goal of Earth Day is to reflect on how our actions impact the world around us, and how we can help protect and restore the environment.

My 5th grade students (11-year-old) are very familiar with this date, but in our activity we try to connect Civics, Biology and ICT. I remind my students that even small acts can make a huge difference, like picking up litter, watering a plant, or finding a way to reuse something instead of throwing it away! ‘It takes a little bit for each of us to make nature come to life, keep blu or green, for birds to sing, for fish to swim in the river….’

For our Earth Day challenge this year, I invited them to create artwork that encourages everyone to keep our planet healthy for many years to come!

I asked them to design their very own poster! The poster should include 1) a slogan (or short message) about taking care of the world and 2) an illustration that captures thoughts, feelings, and actions that they want to inspire in others! They could design their posters on paper, or use an online tool like Canva!

First they worked on paper and after that they made photos of their artworks. They very very crative and their slogans were compassionable for the world around us. After that they watch the tutorial about how to make posters in Canva

For making poster in Canva they used photos of their artworks in paper and they really enjoyed making online posters in Canva. They completed successfully their grade-level challenge and celebrate together #earthday. You can see their poster in Canva at the following link: https://www.canva.com/design/DAFAVUiuS6g/yLmOMBX08OQhJweA_5CVxA/view?utm_content=DAFAVUiuS6g&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton.

# Electrict Car

Age range: 5-6

Date: April 2021

Summary: Air pollution is a very important problem today. Electric cars do not cause any harm to the environment. They are environmentally friendly. Eco-friendly electric cars have no exhaust fumes.They do not cause noise pollution. Electric car video was watched with children.We painted different car pictures.

Goals:

1. To draw attention air pollution,
2. Emphasizing the importance of environmrtally friendly vehicles,
3. To draw attention to noise pollution,
4. To create the sensitivity of the the students to nature,

Activity 1: Activity 1: Watched the video about global warming. A video about air pollution was watched. We chatted with the children. “What do you think has been done to prevent air pollution?” We tried to find an answer to our problem by showing pictures.

Activity 2: Before the design, a Fishbone is drawn on the board. Children’s ideas about the design are taken. Ideas are written on each line of Fishbone. Children are given pen and paper. They are directed to design for the electric car.

Activity 3: He shows the electric car he has prepared to the children. They examine it together. Shows the materials to the children.

Materials:

• Battery
• Cable
• Blocks
• Empty water bottle
• Wheels

https://youtu.be/lMbBVaGc2OE

# Empathy is important

Summary This post is about how to engage students in a discussion about empathy and different ways to show care and concern for others. My students determine the most appropriate way to help their classmates when they are feeling sad, upset, or lonely. This activity supports the development of the following social-emotional skills: relationship skills, responsible decision-making, self-awareness, and social awareness. Learning outcomes
• Students engage in a discussion about how they practice empathy for others by taking appropriate actions that are caring and helpful.
• Students understand that everyone has their own preferences around how they want others to treat them.
I implemented Scientix resource from Repository named “YOUR PAIN IS MY PAIN: WHAT MAKES US FEEL EMPATHY? in civic education and english language, school subjects that we learn in primary school. After reading the main resource I decided to expand the initial idea for my 11-year-old students to be able to understand the problems of their peers. I wanted to engage my 15 students in a discussion around how they practice empathy for others by taking appropriate actions that are caring and helpful. And we started learning how to connect with others through empathy. I made some adaptation to the main resource and then I share our lesson in 3 phases: Imagine, Learn and Reflect.
1. Imagine: I ask students to imagine a classmate named Vanja, who is sitting alone on the playground because his/her best friend just moved away. Vanja is both male or female name. I ask the students to share their thoughts and write their responses on a school board that is visible to everyone. The questions:
• What do you notice about how Vanja looks? ‍
• What do you think Vanja is thinking about?‍
• Can you feel for a moment with Vanja?
• What actions can you take to help Vanja feel better?
2. Learn: After the discussion and writing their ideas, I explain to my students what is empathy. Empathy is an important skill that helps us build strong connections with others. Practicing empathy consists of 1) considering another person’s point-of-view by “putting ourselves in their shoes,” 2) understanding and relating to their feelings, and 3) taking action to help them based on our understanding. Then I direct students to think about their own experiences receiving empathy from friends. How do they want others to treat them when they are feeling sad, lonely, or upset?
3. Reflect: I ask my students to create and share writing or artwork that shows how empathy looks, sounds, and feels to them. They can draw or write how they want their friends to show them empathy. They all chose the shape of the heart to write and draw on empathy. Look some photos of their Empathy hearts.

# More e-bike, no e-fake

From the experimentation of the debate methodology to the verification of sources and data with the TAG method of the Open The box project.

The project brings career experts to the classroom on issues at the center of the digital debate:posts on social profiles, memes, short videos, and deep fakes.

Who we are

Let me introduce myself, I am Raffaela Auriemma, a student of I.S.I.S. Europa of Pomigliano D’Arco, class 2C technical address for graphics and communication.

This year the theme chosen for the UDA (teaching unit of learning) had as its focus the goal 11 of the 2030 Agenda: to make cities and human settlements inclusive, safe, resilient and sustainable.

But, how can we help humanity by not having great powers to do so?

The answer is simple, never underestimate the strength of things of people who strive for the same goal.

In class, the theme is address in all disciplines, and each student, in small groups, studied a specific theme.

“Do bicycles meet our needs?”

To answer, we leveraged everything that was preciously learned, from the experimentation of the debate methodology , to the verification of sources and data with the TAG method of the “Open The box” project, a project that, thanks to a career, brings the topics to the classroom center of the digital debate

Why e-bikes?

“When future generations, judge those who came before them on environmental issues, they may come to the conclusion that they “didn’t know”:

let’s make sure we don’t go down in history as the generation that knew but didn’t care.

Mikhail Sergeevich Gorbachev

Melting glaciers, deforestation, rising sea levels, pollution, endangered animals … THIS IS NOT THE WORLD WE WANT TO LIVE IN!

We have to change our lifestyle, for the better!

We start from everyday life, and we try to promote sustainable mobility solutions in line with the commitments that the States have taken on with the 2030 Agenda (Goal 11).

So, let’s start with a real problem, namely providing safe, sustainable, and affordable transport systems for all (Goal 11, Target 11.2), and to solve it, we propose a solution that we intend to discuss.

So, we are debating the following motion:

This assembly argues that the state must finance the production of electric bicycles”.

To analyze the motion we used the “Keywords” method and the “Stakeholders” method, visible at the link:

With the mathematics teacher, we participated in the lessons of the “Open the box” project, and thanks to the experts: dr. Federica Arenare, project manager, and Nicola Bruno, project director, were led to the study and deepening of issues on media and data literacy.

“Open the Box” is an interactive training event, which uses live quizzes during which, we explore the different content formats we encounter every day online, such as posts on social profiles, memes, short videos, and deep fakes.

The pupils have the opportunity to discover tools, strategies, and methods to verify the reliability of the information sources found on the web while having fun on Kahoot

• Can you recognize online content?
• How do you go about verifying the reliability of a source?

Do you recognize when a content is manipulated?

The experience is shared by teachers and students to test their knowledge, and the degree of awareness. They have concerning the different types of content with which online information circulates.

The lessons are organizedI in the following way

• quiz on Kahoot.it
• a ppt presentation or watching a video, to provide the skills and tools useful to recognize and verify online sources.
• activities to do at home or at school
• a test to evaluate the skills acquired.

During a meetings with the experts, we students interviewed Dr. Federica Arenare who told us about her work.

Career Sheet: Project manager

After analyzing the motion, we verified the veracity of the information online through the methodTAG After analyzing the motion, we verified the veracity of the information online through the method TAG of the Open the Box project presented by the experts.

CASE STUDY: E-BIKE

Below are the steps for verifying sources with the use of specific tools.

We start from the article found on the net:

Article In 2020, more than 2 million bicycles sold in Italy

Media Literacy and application TAG method

1. Find the primary source.

ATTUALITÀ 25 MARZO 2021

-Is the site name credible?

– Is the URL address reliable?

Yes, because the “https” protocol is secure.

– Who is behind the site?

Through the Whois Lookup tool, we verify that the information relating to the domain is present. The name of the person who registered the domain corresponds to the information in the About section of the site.

-What do the disclaimers say? https://it.wikipedia.org/wiki/Disclaimer

The disclaimers tells which personal data are used, and the owner of the treatment of them.

The analysis shows the following:

Has the site been online for a long time?

Using the Wayback Machine tool, we have noticed that the site has never disappeared from the web over the years. Still regarding the source, we looked for the first contents published by the journalist on the site. The “home” screen was created on June 9, 2017, then the portfolio and biography dated June 14, 2017 are published.

Which social pages show the contents of the site you used?

With the Crowdtangle tool we have detected social sharing by profiles related to the bike world.

2. Analyze the content

– Is the information contained in the article reliable?

We do not yet know whether the information reported can be considered reliable:

from the analysis of the source, some information appears to be incomplete but not entirely suspicious.

Already in recent years there has been a significant increase in the use of electric bicycles and the data reported indicates an increase in the production of E-bikes: since this information matches, the information could be reliable.

Among other things, the “boom” in e-bike sales of 2020 can be attributed above all to the government bonus that prompted many Italian citizens to buy one.

3. Look around.

What do other sites say on the same topic?

Searching the net on other sites for the news, we found the correspondence of the data.

https://www.gazzetta.it/Ciclismo/25-03-2021/mercato-bici-2020-record-ebike-crescono-44-per-cento-4001766946820.shtml

https://www.lastampa.it/motori/ambiente/2020/04/13/news/la-rivincita-della-bicicletta-nel-2019-vendite-aumentate-del-7-l-ebike-traina-il-mercato-1.38708919/

Data Literacy Data reliability

We then focused on the accuracy and reliability of the data reported in the tables in the article. These are the estimates of Confindustria ANCMA, the National Association of Cycle Motorcycle Accessories, communicated on 25 March 2021 and reported below.

We observe that if we consider, for example, the year 2018 for the sale of bicycles, the figure is 1.422.000 calculating the increase of 7% for 2019, we would have 1.521.540, but this result is approximated to the whole number 1.518.000.

The relative increase is 96,000 / 1,422,000 = 0.0675, which in percentage corresponds to 6.75%, approximately 7%.

Proceeding in the same way, we note that also in other cases, the figures are rounded up or down.

In addition, the 209 % increase in the production of E-bikes is noteworthy.

Speaking of increases, the correct result is :

+ 109 %, because 109 % * 102.000 = 111.180, therefore, 111.180 + 102.000 = 213.180

If therefore, we consider the% as increments then we should write + 109%.

From a careful reading of the first table, we also note that in the last row “Cycle Sector Commercial Balance” the data relating to the years 2019 and 2020 are reversed.

Another very important aspect is that we are faced with a cherry-picking effect:

ignoring the evidence that would refute one’s thesis by highlighting only the information in favor. Newspapers tend to speak of a “boom effect” by altering the terms and titles of the articles, which is not entirely correct if we analyze the 2000-2020 trend.

A revision of the data is on “Statista”

For example, we can see that in 2007, almost 2 million were reached and then decreased in the following years.

Therefore it is correct to speak of records (in 2020 the maximum sales peak was reached), while speaking of the bicycle boom seems more forced.

The primary source

The data comes from Confindustria ANCMA: National Association of Cycle Motorcycle Accessories.

The source is reliable as ANCMA is a commercial organization of bicycle manufacturers and the data is not independent. There are no others on this subject from different sources.

https://www.confindustria.it/home/chi-siamo/sistema-confindustria/associazioni-settore/associazione?id=53FAF8917B7B2896C1257964004CE5D4

The end, we have analyzed the percentages in the table and reported in bold the percentages calculated without approximation

TABLE 2

Conclusion

We remain convinced that bike mobility is the solution to various problems for society and that the individual it is always important to provide correct data.

Conclusions to the internet public, which must pay attention to disinformation and fake news.

We thank the experts: dr. Federica Arenare and Nicola Bruno of the Open The Box project for having guided and supported us in our research.

Teachers: Prof. Sabrina Nappi, Mario Di Fonza, Maddalena Spiezia,

Students: Jasmine Giulia Romano, Raffaela Auriemma, Antonella Aiello,

Class: 2Ctg

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