Earth Rangers eTwinning Project Curriculum Integration

NOVEMBER DECEMBER : Introductions, Logo design, Pre-project survey

The European Qualifications Framework for lifelong learning has identified eight main competence
areas (European Parliament and the Council of Europe, 2006:13). These areas are:

1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions,
feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting
linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as
education and training, workplace, home and entertainment.

4) Digital competence: Covers the safe and critical use of information communication technologies
for work, daily life and communication. This competence is supported by access to information and
the use of computers for the evaluation, storage, production, presentation and exchange of
information, as well as basic skills such as participation in public networks and communication via the
Internet.

Lesson Curriculum achievements in Turkey

Turkish

T.1.3.6. Reads with attention to punctuation marks.

T.1.3.12. Applies reading strategies.

T.1.3.13. Answers questions about visuals.

T.1.3.19. Comprehends the meanings of shapes, symbols and signs.

T.1.2.4. Applies speech strategies.

T.1.4.5. Writes meaningful and canonical sentences.

T.1.4.8. Uses capital letters and punctuation marks appropriately.

T.1.4.9. Supports his writings with visual elements.

T.1.4.10. Reviews what he writes.

Visual Arts

G.1.1.1. Refers to the application steps when creating visual art works.

G.1.1.3. Reflects his feelings and thoughts to the study of visual art.

G.1.1.10. Uses art elements when creating a visual art work.

JANUARY - FEBRUARY : Water

The European Qualifications Framework for lifelong learning has identified eight main competence
areas (European Parliament and the Council of Europe, 2006:13). These areas are:

1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions,
feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting
linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as
education and training, workplace, home and entertainment.

3-) Mathematical competence and basic competencies in science/technology: Competence in

science refers to the existence of knowledge and the ability and desire to use methodology to explain
the natural world in order to identify questions and produce evidence-based results. Competence in
technology is seen as the application of knowledge and methodology in the context of meeting
perceived human wants and needs. Competence in science and technology covers the ability to
comprehend the changes caused by human activities 6 and the responsibilities of each individual as a
citizen.

5) Learning to learn: It is the competence of an individual to pursue learning and insist on it so that
he can organize his own learning action individually or in a group, including effective time and
information management. This competence includes the individual's awareness of learning needs and
processes by recognizing the existing opportunities and the ability to cope with difficulties for a
successful learning action. Gaining new knowledge and skills means seeking and benefiting from
guidance support as well as processing and adapting them to oneself. Learning to learn activates
learners in the direction of relying on previous learning and life experiences for the use and
application of knowledge and skills in various contexts, such as home, workplace, educational and
training environment.

7) Taking initiative and entrepreneurship: Refers to the ability of an individual to turn his thoughts
into action. In addition to creativity, innovation and risk-taking, it also includes the ability to plan and
manage projects in order to achieve goals.

Lesson Curriculum achievements in Turkey

Hayat Bilgisi

HB.1.2.7. Decipher the difference between wants and needs.

HB.1.2.5. It uses resources at home efficiently.

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

Turkish
T.1.3.6. Reads with attention to punctuation marks.

T.1.3.12. Applies reading strategies.

T.1.3.19. Comprehends the meanings of shapes, symbols and signs.

T.1.2.4. Applies speech strategies.

T.1.4.5. Writes meaningful and canonical sentences.

T.1.4.8. Uses capital letters and punctuation marks appropriately.

T.1.4.9. Supports his writings with visual elements.

T.1.4.10. Reviews what he writes.

Visual Arts

G.1.1.1. Refers to the application steps when creating visual art works.

G.1.1.2. Uses different materials, materials, materials and techniques in his visual art works.

G.1.1.4. Creates his visual art works inspired by themes, subjects, ideas, poems, stories.

MARCH : Recycling

The European Qualifications Framework for lifelong learning has identified eight main competence
areas (European Parliament and the Council of Europe, 2006:13). These areas are:

1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions,
feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting
linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as
education and training, workplace, home and entertainment.

3-) Mathematical competence and basic competencies in science/technology: Competence in

science refers to the existence of knowledge and the ability and desire to use methodology to explain
the natural world in order to identify questions and produce evidence-based results. Competence in
technology is seen as the application of knowledge and methodology in the context of meeting
perceived human wants and needs. Competence in science and technology covers the ability to
comprehend the changes caused by human activities 6 and the responsibilities of each individual as a
citizen.

4) Digital competence: Covers the safe and critical use of information communication technologies
for work, daily life and communication. This competence is supported by access to information and
the use of computers for the evaluation, storage, production, presentation and exchange of
information, as well as basic skills such as participation in public networks and communication via the
Internet.

5) Learning to learn: It is the competence of an individual to pursue learning and insist on it so that
he can organize his own learning action individually or in a group, including effective time and
information management. This competence includes the individual's awareness of learning needs and
processes by recognizing the existing opportunities and the ability to cope with difficulties for a
successful learning action. Gaining new knowledge and skills means seeking and benefiting from
guidance support as well as processing and adapting them to oneself. Learning to learn activates
learners in the direction of relying on previous learning and life experiences for the use and
application of knowledge and skills in various contexts, such as home, workplace, educational and
training environment.

7) Taking initiative and entrepreneurship: Refers to the ability of an individual to turn his thoughts
into action. In addition to creativity, innovation and risk-taking, it also includes the ability to plan and
manage projects in order to achieve goals.

Course Curriculum achievements in Turkey

Hayat Bilgisi

HB.1.2.7. Decipher the difference between wants and needs.

HB.1.2.5. It uses resources at home efficiently.

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

HB.1.6.4. It is sensitive about keeping nature and its environment clean.

Turkish

T.1.3.6. Reads with attention to punctuation marks.

T.1.3.12. Applies reading strategies.

T.1.3.19. Comprehends the meanings of shapes, symbols and signs.

T.1.1.8. They answer questions about what they are listening to/watching.

T.1.2.4. Applies speech strategies.

T.1.4.5. Writes meaningful and canonical sentences.

T.1.4.8. Uses capital letters and punctuation marks appropriately.

T.1.4.9. Supports his writings with visual elements.

T.1.4.10. Reviews what he writes.

Visual Arts

G.1.1.1. It refers to the application steps when creating visual art works.

G.1.1.2. Uses different materials, materials, materials and techniques in his visual art works.

G.1.1.4. Creates his visual art works inspired by themes, subjects, ideas, poems, stories

APRIL : Animals

The European Qualifications Framework for lifelong learning has identified eight main competence
areas (European Parliament and the Council of Europe, 2006:13). These areas are:

1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions,
feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting
linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as
education and training, workplace, home and entertainment.

2) Communication in foreign languages: Mostly shares the basic skill dimensions of communication in
the native language and is based on the ability to understand, express and interpret feelings,
thoughts, concepts, facts and opinions in a range of appropriate social and cultural contexts, such as
education, education, workplace, home and entertainment, according to a person's wishes and needs,
both verbally and in writing. Communication in foreign languages also requires mediation and
intercultural understanding skills. The level of Deciency of an individual will vary between the
listening, speaking, reading and writing dimensions and different languages depending on the
individual's social and cultural background, environment, needs and interests.

3-) Mathematical competence and basic competencies in science/technology: Competence in

science refers to the existence of knowledge and the ability and desire to use methodology to explain
the natural world in order to identify questions and produce evidence-based results. Competence in
technology is seen as the application of knowledge and methodology in the context of meeting
perceived human wants and needs. Competence in science and technology covers the ability to
comprehend the changes caused by human activities 6 and the responsibilities of each individual as a
citizen.

4) Digital competence: Covers the safe and critical use of information communication technologies
for work, daily life and communication. This competence is supported by access to information and
the use of computers for the evaluation, storage, production, presentation and exchange of
information, as well as basic skills such as participation in public networks and communication via the
Internet.
5) Learning to learn: It is the competence of an individual to pursue learning and insist on it so that
he can organize his own learning action individually or in a group, including effective time and
information management. This competence includes the individual's awareness of learning needs and
processes by recognizing the existing opportunities and the ability to cope with difficulties for a
successful learning action. Gaining new knowledge and skills means seeking and benefiting from
guidance support as well as processing and adapting them to oneself. Learning to learn activates
learners in the direction of relying on previous learning and life experiences for the use and
application of knowledge and skills in various contexts, such as home, workplace, educational and
training environment.

Lesson Curriculum achievements in Turkey

Hayat Bilgisi

HB.1.6.1. Observe the animals in the immediate vicinity.

HB.1.6.3. It takes care to protect the animals and plants in its immediate vicinity.

HB.1.6.4. It is sensitive about keeping nature and its environment clean.Jul.

Turkish

T.1.3.6. Reads with attention to punctuation marks.

T.1.3.12. Applies reading strategies.

T.1.3.19. Comprehends the meanings of shapes, symbols and signs.

T.1.1.8. They answer questions about what they are listening to/watching.

T.1.2.4. Applies speech strategies.

T.1.4.5.Writes meaningful and canonical sentences.

T.1.4.8. Uses capital letters and punctuation marks appropriately.

T.1.4.9. Supports his writings with visual elements.

T.1.4.10. Reviews what he writes.

MAY : Plants & Flowers

The European Qualifications Framework for lifelong learning has identified eight main competence
areas (European Parliament and the Council of Europe, 2006:13). These areas are:
1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions,
feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting
linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as
education and training, workplace, home and entertainment.

4) Digital competence: Covers the safe and critical use of information communication technologies
for work, daily life and communication. This competence is supported by access to information and
the use of computers for the evaluation, storage, production, presentation and exchange of
information, as well as basic skills such as participation in public networks and communication via the
Internet.

5) Learning to learn: It is the competence of an individual to pursue learning and insist on it so that
he can organize his own learning action individually or in a group, including effective time and
information management. This competence includes the individual's awareness of learning needs and
processes by recognizing the existing opportunities and the ability to cope with difficulties for a
successful learning action. Gaining new knowledge and skills means seeking and benefiting from
guidance support as well as processing and adapting them to oneself. Learning to learn activates
learners in the direction of relying on previous learning and life experiences for the use and
application of knowledge and skills in various contexts, such as home, workplace, educational and
training environment.

Course Curriculum achievements in Turkey

Hayat Bilgisi

HB.1.6.2. He observes the plants in his immediate vicinity.

HB.1.6.3. It takes care to protect the animals and plants in its immediate vicinity.

HB.1.6.4. It is sensitive about keeping nature and its environment clean.Jul.

Turkish

T.1.3.6. Reads with attention to punctuation marks.

T.1.3.12. Applies reading strategies.

T.1.3.19. Comprehends the meanings of shapes, symbols and signs.

T.1.1.8. They answer questions about what they are listening to/watching.

T.1.2.4. Applies speech strategies.

T.1.4.5. Writes meaningful and canonical sentences.

T.1.4.8. Uses capital letters and punctuation marks appropriately.

T.1.4.9. Supports his writings with visual elements.

JUNE: End-of-project products, End-of-project evaluations

The European Qualifications Framework for lifelong learning has identified eight main competence
areas (European Parliament and the Council of Europe, 2006:13). These areas are:

1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions,
feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting
linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as
education and training, workplace, home and entertainment.

4) Digital competence: Covers the safe and critical use of information communication technologies
for work, daily life and communication. This competence is supported by access to information and
the use of computers for the evaluation, storage, production, presentation and exchange of
information, as well as basic skills such as participation in public networks and communication via the
Internet.

Course Curriculum achievements in Turkey

Turkish

T.1.3.6. He reads with attention to punctuation marks.

T.1.3.12. Applies reading strategies.

T.1.3.13. Answers questions about visuals.

T.1.3.19. Comprehends the meanings of shapes, symbols and signs.

T.1.2.4. Applies speech strategies.

T.1.4.5. Writes meaningful and canonical sentences.

T.1.4.8. Uses capital letters and punctuation marks appropriately.

T.1.4.9. Supports his writings with visual elements.

T.1.4.10. Reviews what he writes.