ISLANDS

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MARGRİT YEŞİLTEPE

MARGRİT YEŞİLTEPE

İSTEK ATANUR OĞUZ İLKOKULU

ADA BAYARĞI

ADA PARASI

ADA GİYİMİ

Aslı KIYAK

JOSE İGNACİO MAİDE MERİNO

MERYEM HAMURCİ

ÖZLEM NECLA KİBAR

SUZAN ÖZDEMİR

SEÇİL BAĞRIAÇIK

ISLANDS

JOSE İGNACİO MAİDE MERİNO

PROJECT OWNER

COLEGİO SANTİSİMA TRİNİDAD

MARGRİT YEŞİLTEPE

İSTEK ATANUR OĞUZ İLKOKULU

ADAMZIN BAYRAĞI

ADAMIZIN PARASI

ADA HARİTAMIZ

ÜÇ BOYUTLU ADAMIZ

ADA TARİHÇEMİZ

ADA İÇECEKLERİ

ADA YEMEKLERİ

ADAMIZIN FESTİVALİ

ADAMIZIN GİYİMİ

ADAMIZDAN HABER

ADALAR PANOMUZ

SEÇİL BAĞRIAÇIK

MİNİK TAYFALAR ANAOKULU

ADAMIZIN BAYRAĞI

ADA PARAMIZ

ADA PARALARIMIZ

ÜÇ BOYUTLU ADAMIZ

ADA TARİHÇEMİZ

ADA YEMEKLERİMİZ

ÖRNEK BİR YEMEK TABAĞIMIZ

ADAMIZIN KIYAFETİ

ÖZLEM NECLA KİBAR

FÜRUZAN KINAL İLKOKULU

ADA PARAMIZ

ADA HARİTAMIZ

ADA HARİTAMIZ

ÜÇ BOYUTLU ADAMIZ

SUZAN ÖZDEMİR PROJECT OWNER

ÖZGE SAVUNCU ve MEHTAP GÜLSÜM ÖZBEY

ANAFARTALAR İLKOKULU

ADA BAYRAĞI

ADA PARASI

ADA YEMEKLERİ

ADA ALFABESİ

ADANIN ATIKLARDAN HAZIRLANAN GELENEKSEL KIYAFETİ

ADA TARİHÇESİ

ASLI KIYAK

ÖĞRETMEN SALİH NAFIZ TÜZÜN İLKOKULU

ADA BAYRAĞI

ADA PARASI

ADA HARİTASI

ÜÇ BOYUT ÇALIŞMASI

ADA KIYAFETİ

ADA TARİHÇESİ

ADA KUTLAMA MESAJI

ADA YEMEĞİ

ADA SAKİNLERİ

ADA HABERİ

ADA ALFABESİ

ADA PANOSU

MERYEM HAMURCİ

NURİYE İLKOKULU

ÜÇ BOYUTLU ADAMIZ

ADA YEMEKLERİ

ISLANDS

SUMMARY
Together with our partners in the E-twinning project ISLANDS, Our goal was to use a proposal from Nigel meager's book "Creativity and Culture: Art Projects for Primary Schools" as a link chain that gives context to art and craft activities using STEM art by organizing online meetings throughout the year. In the ISLANDS project, our students created imaginary islands. Our students, who work individually online, logged in by creating a project logo and banner. Project banners and logos were determined by public voting. Again, individually, students designed island maps, flags and coins. They transformed the cultural characteristics of a society on their islands into Creative Two-and three-dimensional products of history, natural beauty, tourist geographical features, news, festivals, clothing style and food from their islands.

AGE RANGE: 5-9

Time worked: 8 months

Lesson time: 1 lesson per week

Objectives
1. Ability to define the characteristics of islands of an imaginary environment verbally and in writing. Design through STEM Art.
2. Ability to explain personal ideas, actions and situations using elements that make up visual language.
3. Creating plastic productions that enjoy both the detailing process and the final result, following the Basic Rules of the creative process, experimenting with the expressiveness of different materials and techniques, recognizing and differentiating, and choosing the most suitable for the realization of the planned work.
4. Valuing the importance of being able to express through art in interpersonal relationships, using bibliographic resources, media and the internet to obtain information that helps plan and organize creative processes.
5. To be able to imagine, draw and work with different materials, sources and techniques.

PROCESS
* Defining society
* Defining the criteria that make up the society
* Displaying the idea of society on their islands using their imagination, STEM Art

Our students demonstrated that they are sensitive to nature in project products using recycling materials. They learned by researching what characteristics should be had to be in order to become a society and what needs should be addressed in order for society to continue its existence. They build their products using digital tools and applications. They share their projects with partners.

EVALUATION CRITERIA
Using digital resources and or dexterity, banner, logo, flag, coins and paper money, three-dimensional island designs, festivals, Costumes, Food, and news in the digital environment designs from the island are expected to present visually and in writing using their imagination.
Success criteria:
Products;

* Must contain information that identifies at least two islands,
* It should give a message about life on your imaginary island,
* He must tell you about what happened on your imaginary island,
* Recycling materials should be used in your work,
* Drawing or descriptions of your imaginary islands should indicate social events

PARTNERSHIP:
Suzan Özdemir, Artuklu, Turkey, Anafartalar Primary School
Asli Kiyak: Kartal, Turkey, Teacher Salih Nafiz Tüzün Primary School
José Ignacio Maide Merino, Salamanca, Spain, Colegio Santísima Trinidad
Margrit YEŞILTEPE, Besiktas, Turkey, Istek Özel Atanur Oğuz schools
Mehtap Gülsüm Özbey, Artuklu, Turkey, Anafartalar Primary School
Mary Hamurci, Hendek, Turkey, Nuriye Primary School
Özge Savuncu, Artuklu, Turkey, Anafartalar Primary School
Özlem Necla Kibar, Çınarcık, Turkey, Çınarcık Füruzan Kınal Primary School
Seçil Bagriacik. Pendik, Turkey, Tiny Crewmen Kindergarten

INTEGRATION WITH CURRICULUM

Life knowledge, visual arts and information technology courses; social life responsibilities that are the subject, as well as the achievements of creating two-and three-dimensional works of art; they were realized by sharing their designs using information technologies.

HB.3.5.1. It recognizes management units and managers located in its immediate vicinity.
Care is taken to make trips to administrative units such as mukhtarlik, mayor, prefect and Governor.
HB.3.5.2. Explains how our country is governed.
By focusing on the concept of the Republic, the rights and freedoms brought by the Republic are emphasized.
HB.3.5.3. It introduces the features of historical, natural and tourist places located in the immediate vicinity.
Mosques, fountains, inns, baths, museums, castles, historical bazaars, bridges, national parks, etc. by doing research on places, he is allowed to share them with his friends in class.
HB.3.5.4. It establishes a relationship between the development of its country and the fulfillment of its own duties and responsibilities.
It focuses on patriotism, being hardworking, doing your job at its best and complete. It is mentioned that the reflections of these values will start from individuals.
HB.3.5.5. Protects common areas and tools.
It focuses on the protection of public property such as schools, mosques, public transport, bus stops, parks, playgrounds, gyms and stadiums.
HB.3.6.6. It gives examples of the contribution of recycling to itself and the environment in which it lives.
Examples are how materials such as plastic, paper, batteries and glass are collected and reused. The contributions of this process to the environment are emphasized. It is realized that they can play a role in sustainability by using one of the counted substances and providing different functions.

VISUAL ARTS COURSE
G.3.1.3. Develops ideas based on current sources while doing visual art work.
Current oral, written and visual sources can be examined. Acquisition-related values should be emphasized.
G.3.1.4. He uses geometric and organic forms in his pancake-based drawings.
Flower, leaf, seashell, etc. geometric and organic forms of objects are emphasized.
G.3.1.5. It uses front, center, background in its two-dimensional work.
G.3.2.1. Explain how traditional arts and works of art reflect different cultures and periods.
G.3.1.6. It performs three-dimensional work using different materials through addition, subtraction, internal and external force application.
Wood, metal, fabric, balloon, etc. by using waste materials, three-dimensional work is provided.

INFORMATION TECHNOLOGY COURSE
IT.1.D1. 1. It recognizes the technological tools commonly used around it.
IT.1.D1. 2. Lists operations that can be done with technological tools.
IT.1.D1. 3. He realizes that computers can be used for different purposes.
IT.1.D1. 4. Uses multimedia resources for learning purposes.