1.1 DUTY DISTRIBUTIONS and WEB 2.0 TOOLS/GÖREV DAĞILIMLARIMIZ ve WEB 2.0 ARAÇLARI
THE AIM 2030 eTwinning PROJESİ ORTAKLAR ARASINDA GÖREV DAĞILIMI
THE AIM 2030 E-Twinning PROJECT DISTRIBUTION OF DUTIES BETWEEN PARTNERS
Projemizde okullar arası iletişimi güçlendirmek ve projeyi daha etkin yürütmek için aşağıdaki tabloda ortaklarımız arasındaki görev dağılımı bulunmaktadır.
In our project, the distribution of tasks among our partners is given in the table below in order to strengthen the communication between schools and to carry out the project more effectively.
GÖREV DUTY | AÇIKLAMA DESCRIPTION | KULLANILAN TEKNOLOJİ TECHNOLOGY | GÖREVLİ ÖĞRETMEN USED TEACHER |
Projenin amacının yönteminin belirlenmesi
Determining the method of the purpose of the project.
| Aylık çalışmayı planlamak ve ortaklarla paylaşmak
Planning and sharing the monthly work with partners. |
TwinSpace, Offi ce,MİLANOTE | Gülderen OCAK |
Proje planı ve etkinlik planının hazırlanması
Preparation of the project plan and activity plan
| Aylık çalışmayı planlamak ve ortaklarla paylaşmak
Planning and sharing monthly work with partners |
Twinspace,MİLANOTE | Vincenza Spatola Kenan OCAK |
Twinspace Sayfası
Twinspace Page | Twinspace sayfası düzenleme, ekleme
Editing, adding a Twinspace page
|
Twinspace | Vincenza Spatola Arif YÜCEL |
Webinarları ayarlama | Öğrenci tanışma ,aylık öğretmen webinarlarının ayarlanması | Twinspace
Zoom | Gülderen OCAK Rabia TOPUS YÜCEL |
Güncel bilgileri takip etmek
Setting up webinars | Seminerler, webinarlar
Student meet-up, arranging monthly teacher webinars |
Web | Arif YÜCEL |
Projede kullanılan padletlerin hazırlanması
Preparation of padlets used in the project | Projede sayfalar için padletlerin oluşturulması
Creating padlets for pages in the project | Padlet
| Angela Maria Teresa Gelo Ekaterine Abzianidze Nana Chomakhidze |
Sosyal medya araçlarını yönetme
Managing social media tools | Projeyi yaygınlaştırmak için oluşturulan Sosyal medya araçlarının kurulması ve yönetilmesi
Establishment and management of Social media tools created to disseminate the project |
| Kenan OCAK Akaki Tsulaia Gülderen OCAK
|
Anket hazırlama
Preparing a survey | Öğretmen ve öğrenci Anket ve analizleri
Teacher and student Survey and analysis
| Google Forms | Derya KIŞ Ekaterine Abzianidze Nana Chomakhidze |
Logo-Afiş Hazırlama
Logo-Banner Making | Logo ve Afişte kullanılacak web 2.0 araçlarının tanıtılması
Introducing web 2.0 tools to be used in Logo and Banner
|
Canva Myposterwall | kereselidze teona
Marine Kenia |
Güvenli İnternet Günü
Safe Internet Day
| Güvenli İnternet Günü kapsamında ortak ürün hazırlığı
Joint product preparation as part of Safe Internet Day
|
milanote,İNSHOT
| Gülderen OCAK Rabia TOPUS YÜCEL |
22 Mart Dünya Su Günü
22 March World Water Day | Su ayak izinin hesaplanmasının anlatımı ve Su arıtımı ile ilgili bir deney tanıtımı
Explanation of the calculation of water footprint and presentation of an experiment on water treatment | CANVA | Student Teams
All teachers |
FİNAL ÇALIŞMASI FINAL STUDY
|
Bütün öğrencilerimizin işbirlikli çalışmaları ile proje geçmişi çizgi roman oluşturma. ve bunu ekitap haline getirme Creating project history comics with the collaborative work of all our students. and make it an ebook
| STORYBOARD THAT
STORY JUMPER |
all students and teachers
Arif YÜCEL |
23 Nisan Ulusal Egemenlik ve Çocuk Bayramı
April 23 National Sovereignty and Children's Day | Günün anlam ve önemine uygun ortak ürün hazırlanması
Preparing a joint product suitable for the meaning and importance of the day | İNSHOT TWINSPACE CHATROOM |
All teachers |
Öğrenci Takımlarının Oluşturulması
formation of student teams | groups will be formed with students from different schools |
keamk | Ülkü AKSAÇ |
|
| AND SURNAME | SCHOOL | WEBSİTE |
| GÜLDEREN OCAK | MÜTEVELLI SECONDARY SCHOOL | https://mutevelliortaokulu.meb.k12.tr/ |
| Vincenza Spatola | Istituto Comprensivo San Francesco Palmi Scuola secondaria 1° Tito Minniti | https://www.icsanfrancescopalmi.edu.it/ |
| Angela Maria Teresa Gelo | Istituto Comprensivo San Francesco PalmiScuola secondaria 1° Tito Minniti | https://www.icsanfrancescopalmi.edu.it/ |
| Rabia Topus YÜCEL | ŞEHİT NEZİR PIRNARCI SECONDARY SCHOOL | https://sehitnezirpirnarciortaokulu.meb.k12.tr/ |
| Nana Chomakhide | Nabakevi Public School | https://www.facebook.com/nabakevissajaroskola.nabakevi |
| MARINE KENIA | Kulash public school of Samtredia municipality of SSI | https://www.facebook.com/profile.php?id=100057504576848 |
| DERYA KIS | SARUHANLI ANATOLIAN IMAM HATIP HIGH SCHOOL | https://saruhanliihl.meb.k12.tr/ |
| Akaki Tsulaya | Public school of Nabakevi village of Samtredia municipality | www.facebook.com/ nabakevissajaroskola.nabakevi
|
| KENAN OCAK | CUMHURIYET SECONDARY SCHOOL | https://saruhanlicumhuriyetortaokulu.meb.k12.tr/ |
| Ülkü Aksac | NEVAL YARALI MILLI EGEMENLIK SECONDARY SCHOOL | https://nymilliegemenlikoo.meb.k12.tr/ |
| Ekaterine Abzianidze | N177 public school of the city of LSI Tbilisi | https://www.facebook.com/profile.php?id=100057469427402 |
| ARIF YÜCEL | Yedi Eylül SECONDARY SCHOOL | https://yedieylulorta.meb.k12.tr/ |
| Teona Kereselidze | Public school of Melauri village of Samtredia municipality | https://bit.ly/3MymZk4 |
| Nani Shengelia | Public school of Nabakevi village of Samtredia municipality | www.facebook.com/ nabakevissajaroskola.nabakevi |
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The Aım 2030 Curriculum Integration
SCIENCE (Gülderen OCAK, Ülkü AKSAÇ, Rabia TOPUŞ YÜCEL, Arif YÜCEL)
F.7.4.5.2.
Designs a project for the recycling of domestic solid and liquid wastes
F.7.4.5.3.
It questions recycling in terms of effective use of resources
F.8.6.4.3.
Explains how to separate solid wastes for recycling
F.8.6.4.4.
It offers solutions by using research data on the contribution of recycling to
the
country's economy
F.8.6.4.5.
It offers solutions by specifying the problems that may be encountered in the
future
if the resources are not used sparingly.
MATHS
(Kenan OCAK)
M.6.3.5.1.
Recognizes liquid measuring units and converts them to each other. (when
calculating our water footprint)
M.7.1.4.3. By
examining real-life situations, he decides whether the two multiplicities are
proportional (water footprint activities)
M.7.1.4.4.
Expresses the relationship between two directly proportional multiplicities. It
is
taken into account that there is a multiplicative relationship between directly
proportional
multiplicities. (water footprint activities)
ENVIRONMENTAL EDUCATION AND CLIMATE CHANGE COURSE OUTCOMES
(Gülderen OCAK, Ülkü AKSAÇ, Rabia TOPUŞ YÜCEL, Arif YÜCEL)
ÇEID.1.1.
He realizes that he is a part of the environment he lives in, based on his
observations.
ÇEID.1.2.
Discusses the positive and negative aspects of the interaction between man
and nature.
ÇEID.1.3.
He gives examples of the continuous interaction between living and non-living
things in the environment he lives in.
ÇEID.3.1.
Realizes the importance of balance between production and consumption in
daily life.
ÇEID.3.2.
Distinguish the concepts of waste, garbage and pollution. The relationship
between waste, garbage and pollution with consumption is mentioned.
ÇEİD.3.4.
Explain the concept of ecological footprint with examples.
ÇEID.6.2.
Realizes the importance of sustainable use of water resources.
ÇEID.6.4.
Explain the importance of recycling and recovery in terms of sustainable
development.
ENGLISH (DERYA KIŞ)
E9.3.S1. Students will be able to express
their opinions about free time activites.
E9.3.S2.Students will be able to ask about and
tell the time and the date.
E9.3.S3. Students will be able to talk about
their preferences of hobbies and free time activities.
E9.3.S4. Students will be able to act out a
dialogue about accepting and refusing an invitation.
E9.4.S1. Students will be able to talk about
their abilities.
E9.4.S2. Students will be able to talk about
their daily activities and the frequencies of those activities.
E9.4.R1. Students will be able to identify
specific information in a simple written material such as short newspaper
articles on effects of natural events. (Word Water Day Newspaper)
E9.4.R2. Students will be able to scan reading
passages about people to find out different/unusual abilities.
E9.4.W1. Students will be able to write about
their friend's daily life and the frequencies of their activities.
E9.4.W2. Students will be able to write a
short paragraph about love for natüre
E9.10.S1. Students will be able to make
predictions about the future.
E9.10.S2. Students will be able to agree or
disagree with others by giving their opinions.
E9.10.S3. Students will be able to act out a
dialogue using the expressions and phrases to interrupt and gain time in a
conversation.
E9.10.R1. Students will be able to skim short
and simple texts to draw a conclusion in terms of social media. Writing
E9.10.W1. Students will be able to write a
comment on a topic via social media
Teona kereselidze/georgia
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