REAL LİFE DETECTİVES

 

 

 

Öğrencilerim proje çalışmalarını başarıyla tamamladılar ve sertifikalarını aldılar.  

Gerçekleştirdiğimiz etkinliklerin içeriğine ilişkin bir haber okulun internet sitesinde yayınlandı. School Website New  

 We have completed all the activities of our project. I distributed participation certificates to my students. Through our project, my students have achieved multifaceted development and learned to connect theoretical knowledge with real life.

 We have completed the final student survey for the project.

  We received our project completion certificates.

https://www.storyjumper.com/book/read/190929981/6a3d8279f1e9b   https://www.storyjumper.com/book/read/190917431/6a3c1884becd3 https://www.storyjumper.com/book/read/190919321/6a3c3b83ebd54 The works of mixed student teams were compiled into a book by the supervising teachers.

We evaluated our project through Google Forms. We conducted our final test.

 We completed all the project activities and received our project certificates.

  Okuma ve yazma becerilerini geliştirmek için karma takımlar oluşturduk. Öğrencilerim, Google Docs Web 2.0 aracını kullanarak, gruplar halinde kendilerine verilen hikayelerin giriş, gövde ve sonuç bölümlerini tamamladılar.

 My students evaluated the activities of our project using Padlet, a Web 2.0 tool.

My students completed a story-completing activity in mixed teams as a literacy exercise using Google Docs.

 As a citizenship skills activity, my students and I discussed rules to be followed in the classroom. Based on the rules we voted on, we created our Classroom Agreement using Canva, a web 2.0 tool.

  My students created the Digital Footprint brochure using Canva, a Web 2.0 application. With the Digital Footprint Test, my students became aware of how much data they left on the internet and the time they spent on the internet. Thus, they became aware of protecting personal data and closing security gaps. Through the "Digital Footprint" coloring activity, my students understood that the traces they leave online are permanent and visible. Thanks to this visual awareness activity, students learned by concretely experiencing the effects of their online behavior in the digital world.

 My students used Mentimeter, a Web 2.0 tool, to give three different answers to the question, "What comes to mind when we think of science?"

 In this science activity, my students and I conducted an experiment related to Science class: "Objects that float and sink in water." The students observed which objects floated and which sank in water.

 My students used the Pixton web 2.0 tool to create our classroom and avatars. They then used the Chatterpix web 2.0 tool to voice their avatars and introduce themselves. It was a very productive and fun activity. Chatterpix

  Aktif vatandaşlık becerilerini geliştirmek için sınıf sözleşmemizi oluşturduk. İlk olarak, konu hakkında beyin fırtınası yaptık. Ardından, Canva Web 2.0 aracını kullanarak sınıf sözleşmemizi birlikte tasarladık. Sözleşmedeki tüm maddeler öğrenciler tarafından kabul edildi.

 

 

 

 

 

 

 

 

 

 

 We evaluated a story completion activity related to literacy skills.

  As part of our literacy skills program, we formed mixed student teams. Using Google Docs, Team 1 completed a story without a given conclusion.  Using Google Docs, Team 2 completed a story without an introduction. Using Google Docs, the third team completed the story without a development section.

 We evaluated the stories we wrote as part of our mixed student team activity focused on literacy skills.

  We formed mixed teams to work on literacy skills. Team 1 completed the conclusion of a story given its introduction, development, and development sections. Team 2 completed the introduction to a story, given the development and conclusion sections. Team 3 completed the development section of a story given the introduction and conclusion.

 Öğrencilerim, Padlet Web 2.0 aracını kullanarak yaptığımız etkinlikler hakkındaki geri bildirimlerini yazdılar. Bu sayede, bir başka Web 2.0 aracını nasıl kullanacaklarını öğrendiler.

  Through the Digital Footprint Study, my students became aware that every action they take online leaves a trace, and they became more conscious of the importance of using the internet responsibly. They developed this awareness through the Digital Footprint Test. Afterwards, they had the opportunity to evaluate themselves by creating their own digital footprints.

My students used the Mentimeter Web 2.0 tool to give three different answers to the question, "What comes to mind when you hear the word science?". Through this activity, they learned another useful tool.  

  My students and I conducted an experiment on "Objects That Float and Sink in Water" at our mini science station. First, my students made predictions, then they observed the results by performing the experiment. By the end of the activity, they had become quite good at distinguishing between sinking and floating objects. They learned that objects heavier than the density of water sink, while those lighter than the density of water float.

 We evaluated the classroom constitution activity I did related to citizenship skills.

 We evaluated coloring, quizzes, and brochure-based activities related to digital skills.

 We evaluated science skills-related such as experimentation and mentimeter use.

 We established classroom rules related to citizenship skills. Then, we created a classroom constitution using the Canva Web 2.0 tool.

 We collaboratively created a brochure on Digital Footprint using the Canva web 2.0 tool. We filled out the relevant section in the brochure.