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HB.1.6.1. Observes animals in the immediate vicinity.

Emphasis is placed on animals in the immediate vicinity (fish, birds, reptiles, insects and domestic animals, etc.), what these animals eat and where they live. If observations are to be made, necessary security measures are taken.

HB.1.6.2. Observes plants in the immediate vicinity.

Observes garden plants, wild plants and trees in the immediate vicinity, and how plants change over time (plants grow, shed leaves and bloom, etc.). These issues are emphasized by using their observations.

HATİCE YAVUZYILMAZ

HB.1.6.3. Takes care to protect animals and plants in the immediate vicinity.

HB.1.6.4. Be sensitive about keeping nature and the environment clean.

It is emphasized that the necessary things should be done to keep nature and the environment clean and that the people around should be warned about this issue within the framework of the rules of courtesy.

HB.1.6.5. Distinguishes the materials that can be recycled.

It is emphasized about materials such as plastic, paper, batteries, vegetable oil and glass.

DİLEK ERTÜRK

HB.2.1.7.Group work rules are followed in the activities carried out in the classroom and in the cycle.

HB.2.4.5.Be sensitive about the safe use of technological tools and equipment.

HB.2.6.1.Comparesthe conditions necessary for the survival of plants and animals.

HB.2.6.2.Realizes the importance of growing plants and keeping animals.

HB.2.6.3.ıt gives exampels of the effects of natural elements in the immediate environment on human life.

DİLEK ERTÜRK

G.2.1.9.Performs three dimensional work using different sections.

G.2.1.6.Place objects according to the size and proportion of the visual artwork.

G.G.2.3.2.Interperets ideas and emotions in his own and his peers work.

G.2.1.10.Uses art elements while creating visual art work.

Tilore Kortner, Romania

The need for plants and animals/Our relationships with animals and plants- What are animals and plants?
- Attitudes towards plants and animals: attention/carelessness, care/carelessness, delicacy/brutality, compassion/lack of compassion, courage/fear, respect/disrespect, love/hate;

Life cycles in the living world
- Parents and offspring in the living world: similarities and differences
- The main stages in the life cycle of plants and animals
- Relationships between living things and their living environment;

- building some common objects, using geometric bodies;- construction games with geometrically shaped objects, made of different materials;- making collages/models with the help of learned geometric shapes;

Visual arts and practical skills

- making a drawing / model related to the life of a plant/animal;
- presentation of photos/drawings of plants in different stages of their development;

- making two-dimensional collages and three-dimensional paper of various types, regarding the life cycle of plants and animals;

- establishing, through observation, the main structures of animals and plants / drawing the main components of the plant and relating the main structures of the animal body to their roles;

Personal development

- verbalization of ideas, thoughts, emotions towards some given situations;

DEAK ALINA -ROMÂNIA

Understanding and using in communication some terms and concepts specific to the natural sciences

Identification of similarities and differences between bodies based on personal observations

Ordering objects, organisms, phenomena and events based on given criteria

Communication in various forms of observations and comparisons on the bodies studied and on the experiments carried out

Describes simple, scientific procedures used in experiments

Training and development of capacities and abilities to experiment and explore / investigate reality, using specific tools and procedures

Record observations of phenomena and processes in the environment in graphic form

Measure with conventional and non-conventional tools, comparing the results with their own estimates
Run simple experiments based on a work plan

Apply observation as a scientific approach to knowledge

Respects the rules of communication and behavior negotiated, in the conduct of group activities

Makes toys/products, imitating objects from the environment

Developing interest and responsibility for maintaining a balanced natural environment, conducive to life

Become aware of the effects of human activity on the environment

Elena-Angelica Anghel, România

Mathematics and environmental exploration

Developing the capacities to observe, explore and understand the reality in the environment surrounding

- describing the observable characteristics of bodies (shape, color, size, smell);

- observing some plants and animals from the environment near;
- recognition of the component parts of a plants/of an animal, based on materials from nature, plates, models, drawings;

Knowing, understanding and using specific terms in communication, in order to describes phenomena observed in the environment

- oral communication of own observations made induring some experiments performing simple experiments;

- observing some processes and phenomena from surrounding in hikes, excursions;

Forming a positive attitude towards the environment, by stimulating interest in it of preserving a balanced environment and practicing the skills of caring for and protecting it

Plants and animals:

- the recognition of some plant protection measures and animals; animal/plant care from the living corner of class, from the school garden/home;

- Recognizing and naming the component parts of a plant (root, stem, leaves,
flowers, fruits)/of an animal's body (head, trunk, limbs).

The environment and its protection:
- Children's contribution to protecting the environment.

Visual arts and practical skills

Making functional and/or aesthetic creations using various elementary materials and techniques

- Identification of some characteristics/properties of materials found in the known environment;

- Realization of objects/constructions/using easy to process materials and techniques access;

- Exploring uses in various contexts a objects/works made by own effort;

- Participation in adapted integrated activities age level, in which elements are associated of visual, musical, verbal expression, kinesthetic.

Personal development: the emotions experienced during the activities

COGNITIVE DEVELOPMENT

Achievement 1. Maintains attention to the object/situation/event.

Indicators

 Focuses on the object/situation/event that needs attention. Asks questions about the object/situation/event that attracts his/her attention.

 Listens to the answers about the object/situation/event that attracts his/her attention. Achievement 2. Explains the properties of objects/entities.

Indicators

 Says the name of objects/entities.  Examines objects/entities.  Describes the physical properties of objects/entities.  Describes the functional properties of objects/entities.  Gives examples of similar aspects of objects/entities.

 Gives examples of different aspects of objects/entities.

Achievement 4. Evaluates his/her predictions about the object/situation/event.

Hayriye TURAN ERBAŞ - Söğütlü Kindergarten

Indicators

 Examines the object/situation/event.  Expresses his/her prediction.

 Examines the real situation.  Compares his/her prediction with the real situation.

 Explains the similarities/differences between his/her prediction and the real situation. Makes inferences regarding his/her prediction.

Gain 5. Establishes a cause-effect relationship.

Indicators

 Tells the possible causes of an event.  Tells the possible results of an event.

 Explains the cause-effect relationship between objects/situation/events.

Gain 20. Produces solutions to problem situations.

Indicators

 Tells what the problem he/she encounters is. Suggests a solution/ways for the problem. Chooses one of the solution ways for the problem. Explains the reason for the solution way he/she chooses..

 Tries the solution way he/she chooses.

 When he/she cannot reach a solution, he/she chooses a new solution.

 When he/she cannot reach a solution, he/she questions the reasons.

 Evaluates the solution/ways he/she has tried.

Gain 21. Demonstrates critical thinking skills.

Indicators

 Asks questions about a topic of discussion.

 Explains his/her thoughts about a topic of discussion.

 Explains the reasons for his/her thoughts about a topic of discussion.

 Answers questions about the reasons for his/her thoughts.

 Compares his/her own thoughts with the thoughts of others.

 Reaches a conclusion/inference/judgment as a result of the discussion.

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Preview audio:

storyj.mp/af6iqgfjc5un

HB.1.6.1. Observes animals in the immediate vicinity.

HB.1.6.2. Observes plants in the immediate vicinity.

HATİCE YAVUZYILMAZ

HB.1.6.3. Takes care to protect animals and plants in the immediate vicinity.

HB.1.6.4. Be sensitive about keeping nature and the environment clean.

HB.1.6.5. Distinguishes the materials that can be recycled.

It is emphasized about materials such as plastic, paper, batteries, vegetable oil and glass.

DİLEK ERTÜRK

HB.2.1.7.Group work rules are followed in the activities carried out in the classroom and in the cycle.

HB.2.4.5.Be sensitive about the safe use of technological tools and equipment.

HB.2.6.1.Comparesthe conditions necessary for the survival of plants and animals.

HB.2.6.2.Realizes the importance of growing plants and keeping animals.

HB.2.6.3.ıt gives exampels of the effects of natural elements in the immediate environment on human life.

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Excessive Violence
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Spelling & Grammar Errors
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"JOYFFUL STEM WITH NATURE"

Hatice nur Yıldırım yavuzyılmaz, AngyA, CRISTINA JIMENEZ PINA, Dilek Ertürk, Hantigoni, Hayriye61, KÜBRA ŞENEL, Kübra Karaköseli, Nuray Kalay, Tilore, bigzebra1373

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