Hatice Yavuzyılmaz                                                                      

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

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

If possible, students are encouraged to grow plants, plant saplings and raise animals in a hands-on manner.

HB.2.6.3. It gives examples of the effects of natural elements in the immediate environment on human life.

The positive and negative effects of natural elements in the immediate environment (climatic conditions, landforms, soil fertility, water resources, etc.) on people are discussed.

Reneta Raicheva

HB.2.6.4. It contributes to the recycling of consumed materials.

Areas of reuse of materials such as plastic, paper, batteries and glass are exemplified. Inappropriate disposal/disposal of vegetable oil is exemplified and attention is drawn to the damages that may occur in nature and daily life.

HB.2.6.5. Recognizes natural events.

Natural phenomena such as rain, hail, snow, fog and wind are emphasized. Precautions that can be taken to prevent natural events from being harmful are emphasized.

Ana Novikiena

Part 1: Food Chain and Energy Flow

Being able to structure the relationships between living things in the food chain

a) Reveals the causal relationships between living things in the food chain.

b) Explains the food chain as a harmonious whole.

Part 2: Sustainable Living

Ability to question the importance of economical use of resources.

a) Defines the problem related to the economical use of resources.

b) Develops a model to find solutions for the economical use of resources.

c) Conducts the research planned for the economical use of resources.

d) Interprets the data analyzed for the economical use of resources.

d) Produces evidence-based solutions for the economical use of resources.

e) Evaluates and shares information regarding the economical use of resources.

Elena Angelica Anghel

Water and Energy Saving: Understands ways to save water and electricity consumption at home and at school, and learns the harm of waste to nature and the family/country economy. Limitation of Resources: Realizes that the natural resources in the world are not unlimited and the importance of protecting these resources for future generations. Understands its transformation into raw material through its processes and its contribution to the country's economy. Zero Waste Awareness: It integrates the "Zero Waste" approach to preventing waste, reducing the amount of waste and preventing environmental pollution into its daily life.

Yasemin İnce Koçak

FB.3.2.1. living creatures; Ability to classify microscopically visible living things as fungi, plants and animals

a) Determines the similar and different qualities of living things.

b) Distinguishes living things according to their qualities.

c) Groups living things into groups.

d) Label living things.

FB.3.2.2. Ability to make scientific inferences about the different ways living things perceive their environment

a) Defines the qualities related to the way living things perceive their environment.

b) Collects and records data regarding the functions of the sense organs.

c) By interpreting the data regarding the perception of living things in their environment in different ways evaluates.

Senem Kıyıcı

FB.3.7.1. Ability to make scientific observations regarding soil formation and structure

a) Defines the qualities related to the formation and structure of soil.

b) Collects and records data regarding the structure of the soil.

c) Explains the data he collected regarding the structure of the soil.

FB.3.7.2. Ability to make generalizations about what a plant needs to grow

a) Research on how the agricultural products in the surrounding area are grown

collects information by doing

b) Determines the common characteristics required for growing plants.

c) Determines the characteristics that are not common in the cultivation of different plants.

d) It makes suggestions about what needs to be done to grow a plant.

Hayriye TURAN ERBAŞ    PROJECT CURRICULUM INTEGRATION

1. Art Postcards in Nature (Creative design process with leaves and natural materials)

Physical - Outcome 9: Creates compositions by making original drawings.

Physical - Outcome 2: Uses large muscles in a coordinated manner.

Cognitive - Outcome 2: Explains the characteristics of objects/entities.

Cognitive - Outcome 7: Arranges objects/entities/events according to their various characteristics.

Language - Outcome 8: Creates original products using visual materials.

Language - Outcome 13: Demonstrates pre-writing skills.

Social Emotional - Outcome 22: Recognizes the value of art/artworks.

Hayriye TURAN ERBAŞ  2. The Lands of the Future

Language - Outcome 10: Creates original products verbally.

Cognitive - Outcome 21: Demonstrates critical thinking skills.

Physical - Outcome 9: Creates compositions by making original drawings.

Language - Outcome 8: Creates original products using visual materials.

Social Emotional - Outcome 9: Demonstrates empathetic skills.

Physical - Outcome 18: Protects oneself from risky situations.

3. Designing Small STEM Projects (Recycling and Engineering Models for Sustainable Solutions)

                           Cognitive - Outcome 4: Evaluates predictions about 

                           objects/situations/events. Cognitive - Outcome 5: Establishes 

                               cause-and-effect   relationships.

Melek Yavuzyılmaz

FB.3.7.1. Ability to make scientific observations regarding soil formation and structure

a) Defines the qualities related to the formation and structure of soil.

b) Collects and records data regarding the structure of the soil.

c) Explains the data he collected regarding the structure of the soil.

FB.3.7.2. Ability to make generalizations about what a plant needs to grow

a) Research on how the agricultural products in the surrounding area are grown

collects information by doing

b) Determines the common characteristics required for growing plants.

c) Determines the characteristics that are not common in the cultivation of different plants.

d) It makes suggestions about what needs to be done to grow a plant.

NadezdaTIKHOMIROVA,

Part 1: Food Chain and Energy Flow

Being able to structure the relationships between living things in the food chain

a) Reveals the causal relationships between living things in the food chain.

b) Explains the food chain as a harmonious whole.

Part 2: Sustainable Living

Ability to question the importance of economical use of resources.

a) Defines the problem related to the economical use of resources.

b) Develops a model to find solutions for the economical use of resources.

c) Conducts the research planned for the economical use of resources.

d) Interprets the data analyzed for the economical use of resources.

d) Produces evidence-based solutions for the economical use of resources.

e) Evaluates and shares information regarding the economical use of resources.

Emel Bekar Özentürk

FB.3.2.2. Ability to make scientific inferences about the different ways living things perceive their environment

a) Defines the qualities related to the way living things perceive their environment.

b) Collects and records data regarding the functions of the sense organs.

c) By interpreting the data regarding the perception of living things in their environment in different ways

evaluates.

FB.3.2.3. Ability to use inductive reasoning to explain the life cycles of living things

a) Finds patterns related to the life cycles of living things.

b) Makes generalizations about the life cycles of living things.

Julija Radzevičienė

Elif Gülşah Uzuner

F.4.2.1.1. Explains the relationship between living things and nutritional contents.

F.4.2.1.2. It deduces that water and minerals are found in all foods.

F.4.2.1.3. Discusses the importance of freshness and naturalness of foods for a healthy life, based on research data.

F.4.2.1.4. Associates human health with balanced nutrition.

Aysun Gültekin

Compares the conditions necessary for the survival of plants and animals.

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

If possible, students are encouraged to grow plants, plant saplings and raise animals in a hands-on manner.

HB.2.6.3. It gives examples of the effects of natural elements in the immediate environment on human life.

The positive and negative effects of natural elements in the immediate environment (climatic conditions, landforms, soil fertility, water resources, etc.) on people are discussed.