DOĞANIN STEMİNE KULAK VERİN

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UNIT CONTEXTThis learning scenarioaims to make students beaware of the relationshipwith saving food andsaving environment. Theloss and waste of fooddirectly effects ourenvironment, but it issometimes hard to makethis conclusion. To saveour environment, weshould start to takeaction in our kitchensfirst! The students willbe conscious aboutsaving food meanssaving environment atthe endTEACHINGTECHNIQUESANDMETHODSProject based learningTask planningSTEM 5E ModelTOOLS ANDEQUIPMENTS• Dish washing liquid,soil, vegetable oil (topollute land) • Trashplastic cups if doingexperiment in front ofclass, otherwise enoughfor 6 per group • plastıcwraps • Leaves, •bunches.SAFETYsecurity measures will beprocessed under thesupervision of the family andthe teacher.1. ATTENTION- (ENGAGE)In accordance with the subject we will be working on in this field, we will make sure that our student's interest in thesubject is awakened by an item such as fairy tales, songs, jokes, photos, etc. Based on the item we will use, we willquestion our students' preliminary information and make them think..Sometimes the earth gets filled up with things that make it dirty. We call this pollution. Pollution occurs on land,in the air, and in water. This lesson is about pollution on the land.Teacher writes the board and ask their opinions.“What does it mean?”“The Land Gives Us Many Thing”
2.KEŞFETME (EXPLORE)Bu aşamada öğrencilere ana disiplin ile ilgili etkinlikler ve deneyler gerçekleştirilir. Tasarım süreçlerine girilmez. Anadisiplin kazanımları çoğunlukla bu alanda elde edilir.Let’s think thatThe land we live on provides us with so many important things. It is important for this land to be clean. Can youimagine living in a house that is built on a pile of garbage...or eating vegetables from a garden that is filled withtrash?When the land is clean, people, plants, and animals have healthy places to live and grow. These things all worktogether according to nature's design. Plants give us vegetables to eat and oxygen to breathe. The land providesmaterials for our houses and the homes of animals.When nature is clean and clear of garbage, we can enjoy its beauty. The beach, a sunset, a bike ride on a mountaintrail...these kinds of things are much better in a clean and uncluttered place.Compare these two pictures of land. Which one do you think supports life and provides beauty?
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DOĞANIN STEMİNE KULAK VERİN PROJ
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NESLİ TÜKENMEKTE OLANHAYVANLAR5/E
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ÜNİTEKAVRAMLARI VESEMBOLLERİÖĞ
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HB.2.6.1. Bitki ve hayvanların ya
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4.2.TASARIM ZAMANIBu aşamada öğr
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İLKOKUL 5 E MODELİ STEM UYGULAMA
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2.KEŞFETME (EXPLORE)Bu aşamada ö
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https://youtu.be/ecRsREgrUj8 Pengue
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Penguenlerin yaşadığı sorunlara
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4.DERİNLEŞTİRME (ELABORATE)Bu a
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3.AÇIKLAMA (EXPLAIN)Bu aşamada ö
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ÖĞRETMEN DEĞERLENDİRME FORMUGEL
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Stem eğitim modeli Problemtabanlı
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4.1.TASARIMIN KABATASLAK ÇİZİMİ
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1-İzlediğiniz animasyonda kahrama
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Etkinlik öğrencilere yaptırılı
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Bu aşamada öğrencilerden, Beyaz
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PRIMARY SCHOOL 5E STEM MODEL TEACHI
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She starts to read the story. After
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CHECK YOUR DESIGN AND PROVE IT4.3 S
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4.3 ÜRÜNÜNÜ PAYLAŞBu aşamada
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HAVA KİRLİLİĞİ5/E STEMPLANLARI
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1.DİKKAT ÇEKME/ İLGİ UYANDIRMA
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Rüzgarın bir enerji olduğunu ö
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Çözüm için düşündüğün tas
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Hava kirliliği ile ilgili boyamala
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· Tasarımının güçlü yanları
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Doğa olaylarıTeknolojiKirlilikPro
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Hava kirliliği ölçme deneyi ile
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Tasarımının güçlü yanlarını
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M.2.2.1.2. Şekil modelleri kullana
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5.1. ÜRÜNÜNÜ DEĞERLENDİR VE D
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Stem eğitim modeliProblem tabanlı
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Hava KirliliğiAtmosferde karbondio
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Bu aşamada öğrencilerden, Mehmet
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Bu aşamada öğretmen tarafından
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5. DEĞERLENDİRME (EVALUATE)Bu aş
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UNIT CONTEXTReadingStudents will be
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How can we create a sustainable hou
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4. DERİNLEŞTİRME (ELABORATE)Plea
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4.2.DESIGNAt this stage, we will as
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Şagirdlərə “ Niloya yelçəkə
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Həll üçün düşündüyünüz di
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SU KİRLİLİĞİ5/E STEMPLANLARIMI
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https://sutema.org/haberler.aspxSu
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Etkinlikte suyu hayatımızda nerel
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*Geri dönüşüm malzemelerini kul
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Su kirliliği deneyi yapılacak.htt
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Su2.KEŞFETME (EXPLORE)Bu aşamada
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· Bütün malzemeleri temin ettikt
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Ömer 11 yaşında 5.sınıf öğre
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PRIMARY SCHOOL 5E STEM MODEL TEACHI
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4.DERİNLEŞTİRME (ELABORATE)Pleas
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4.3 SHAREAt this stage, we will ask
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GELİŞTİRİLMELİ İYİ ÇOK İY
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Toprak kirliliği nedir?videosu izl
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Page 231 and 232: HB.2.6.1. Bitki ve hayvanların ya
Page 233 and 234: Çözüm için düşündüğün tas
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Page 239: Bu aşamada öğrencimizin genel ol
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Page 273 and 274: 4.DERİNLEŞTİRME (ELABORATE)Pleas
Page 280 and 281: Dizaynınızı dostlarınıza təqd
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UNIT CONTEXTReadingStudents will de
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4.3 SHAREAt this stage, we will ask
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Dizaynınızı dostlarınıza təqd
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Elma ağacının yaşam döngüsü
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https://www.youtube.com/watch?v=-fg
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Doğal afetlerOrman yangınıGeomet
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M.2.2.1.2. Şekil modelleri kullana
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Bütün malzemeleri temin ettikten
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https://youtu.be/jhJvOADwIzoVideosu
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5. DEĞERLENDİRME (EVALUATE)Bu aş
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ÜNİTEKAVRAMLARIVE SEMBOLLERİÖĞ
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Yangınların saptanmasından sönd
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GELİŞTİRİLMELİ İYİ ÇOK İY
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3.AÇIKLAMA (EXPLAIN)3.AÇIKLAMA (E
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5.1. (Öz Değerlendirme)EVALUATE T
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ÜNİTE ÖĞRETİM YÖNTEM ARAÇ G
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ENDEMİKBİTKİLER5/E STEMPLANLARIM
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BitkiTeknolojiGeometrik şekil ve c
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DERSÜNİTE/TEMAKONUİLKOKUL 5 E MO
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Sevgili öğrenciler …………
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Stem eğitim modeli Problemtabanlı
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Olası çözümleri bulma ve en iyi
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ÜNİTEKAVRAMLARIVE SEMBOLLERİÖĞ
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3.AÇIKLAMA (EXPLAIN)3.AÇIKLAMA (E
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Quşuna verdiyi sözü tutdu. Toxum
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