SOCIAL ACTIVITIES

SOCIAL ACTIVITIES

SOCIAL ACTIVITIES

SOCIAL ACTIVITIES

SOCIAL ACTIVITIES

SOCIAL ACTIVITIES

SOCIAL ACTIVITIES

→ Etik Günü

SCHOOL BASED PLANNING*

OKUL TEMELLİ PLANLAMA* SCHOOL BASED PLANNING*

SCHOOL BASED PLANNING*

SCHOOL BASED PLANNING*

SCHOOL BASED PLANNING*

SCHOOL BASED PLANNING*

SCHOOL BASED PLANNING*

→ Etik Günü

Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use

ENG.PREP.16.G1.

Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

ENG.PREP.16.S4.

Students can construct meaningful spoken content about ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' through efficient and meaningful practice.

ENG.PREP.16.R1.

Students can prepare for reading the content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' efficiently and effectively.

ENG.PREP.16.R2.

Students can bring information together about the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' through skimming, scanning and detailed reading.

ENG.PREP.16.R3.

Students can make sense of and derive meaning from the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''.

ENG.PREP.16.R4.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.16.S5.

Students can reconstruct the information about ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' when communicating with others.

ENG.PREP.16.S6.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.16.W1.

Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''.

ENG.PREP.16.W2.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''.

ENG.PREP.16.W3.

Students can construct new written content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' based on their understanding of the model(s) provided.

ENG.PREP.16.W4.

Students can practise producing written content based on the current theme ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''.

ENG.PREP.16.W5.

Students can engage in the process of writing related to the content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''.

ENG.PREP.16.W6.

Students can reconstruct their writing about the current theme on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' to communicate effectively about it.

ENG.PREP.16.W7.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' in relation to themselves or others, both individually and/or with others.

Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.

SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill

LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy

V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence

PERFORMANCE ASSIGNMENT: Students will design and write a project that envisions humanity’s future in space, exploring topics such as space exploration missions and predictions for life in the future. They will focus on creating detailed plans for hypothetical space colonies, interplanetary travel, and the challenges of living in outer space. Students will develop scripts for astronauts, scientists, and futuristic innovators who are involved in space explorations and technological advancements. Through role-playing, they will simulate missions, debates, and discoveries. They will use the target vocabulary and grammar to develop persuasive arguments, present scientific findings, and hypothesise about the future of humanity in the cosmos. The project will be presented in the class where they act out their roles, supported by visuals. The assignment will be evaluated using rubrics.

→ Etik Günü, Çevre ve İklim Değişikliği Haftası

EXAMS Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use

EXAMS

ENG.PREP.16.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''.

ENG.PREP.16.L2.

Students can bring together the information in the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''.

ENG.PREP.16.L3.

Students can make sense of and derive meaning from the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''.

ENG.PREP.16.L4.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.16.S1.

Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''.

ENG.PREP.16.S2.

Students can analyse and understand the model content related to ''Life in the universe and future with astronaut life on space stations; space explorations; life in the future'' to support the production of spoken language.

ENG.PREP.16.S3.

Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''.

ENG.PREP.16.P1.

Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' to develop holistic and conscious pronunciation skills after recognising them in context.

ENG.PREP.16.V1.

Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.

EXAMS Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.

EXAMS SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill

EXAMS LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy

EXAMS V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence

EXAMS PERFORMANCE ASSIGNMENT: Students will design and write a project that envisions humanity’s future in space, exploring topics such as space exploration missions and predictions for life in the future. They will focus on creating detailed plans for hypothetical space colonies, interplanetary travel, and the challenges of living in outer space. Students will develop scripts for astronauts, scientists, and futuristic innovators who are involved in space explorations and technological advancements. Through role-playing, they will simulate missions, debates, and discoveries. They will use the target vocabulary and grammar to develop persuasive arguments, present scientific findings, and hypothesise about the future of humanity in the cosmos. The project will be presented in the class where they act out their roles, supported by visuals. The assignment will be evaluated using rubrics.

→ Etik Günü, Hayat Boyu Öğrenme Haftası

Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use

ENG.PREP.15.W6.

Students can reconstruct their writing about the current theme on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' to communicate effectively about it.

ENG.PREP.15.W7.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' in relation to themselves or others, both individually and/or with others.

Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.

SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill

LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS8. Sustainability Literacy, LS9. Art Literacy

V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V17. Thriftiness, V20. Benevolence

PERFORMANCE ASSIGNMENT: Students will design and present a project that explores the challenges and solutions related to natural resources, wildlife, and environmental protection. They will research the importance of conserving natural resources and animal habitats, analyse the effects of human activity on nature, and propose actionable steps for a more sustainable future. As part of the project, students will write reports, create visual aids (such as posters or presentations), and role-play as conservationists, scientists, or environmental activists. They will simulate scenarios like addressing climate change, protecting endangered species, or raising awareness about sustainable practices. The assignment will be evaluated using rubrics.

→ Etik Günü, İstanbul'un Fethi

Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use

ENG.PREP.15.G1.

Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

ENG.PREP.15.R1.

Students can prepare for reading the content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' efficiently and effectively.

ENG.PREP.15.R2.

Students can bring information together about the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' through skimming, scanning and detailed reading.

ENG.PREP.15.R3.

Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''.

ENG.PREP.15.R4.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.15.W1.

Students can prepare for writing efficiently and accurately based on the current content about ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''.

ENG.PREP.15.W2.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''.

ENG.PREP.15.S3.

Students can produce meaningful and accurate spoken content related to the current theme on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''.

ENG.PREP.15.S4.

Students can construct meaningful spoken content about ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' through efficient and meaningful practice.

ENG.PREP.15.S5.

Students can reconstruct the information about ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' when communicating with others.

ENG.PREP.15.S6.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.15.W3.

Students can construct new written content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' based on their understanding of the model(s) provided.

ENG.PREP.15.W4.

Students can practise producing written content based on the current theme ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''.

Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.

SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill

LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS8. Sustainability Literacy, LS9. Art Literacy

V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V17. Thriftiness, V20. Benevolence

PERFORMANCE ASSIGNMENT: Students will design and present a project that explores the challenges and solutions related to natural resources, wildlife, and environmental protection. They will research the importance of conserving natural resources and animal habitats, analyse the effects of human activity on nature, and propose actionable steps for a more sustainable future. As part of the project, students will write reports, create visual aids (such as posters or presentations), and role-play as conservationists, scientists, or environmental activists. They will simulate scenarios like addressing climate change, protecting endangered species, or raising awareness about sustainable practices. The assignment will be evaluated using rubrics.

→ Müzeler Haftası, Atatürk'ü Anma ve Gençlik ve Spor Bayramı

Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use

ENG.PREP.14.G1.

Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

ENG.PREP.14.S3.

Students can produce meaningful and accurate spoken content related to the current theme on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''.

ENG.PREP.14.R1.

Students can prepare for reading the content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' efficiently and effectively.

ENG.PREP.14.R2.

Students can bring information together about the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' through skimming, scanning and detailed reading.

ENG.PREP.14.R3.

Students can make sense of and derive meaning from the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''.

ENG.PREP.14.R4.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.14.S4.

Students can construct meaningful spoken content about ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' through efficient and meaningful practice.

ENG.PREP.14.W1.

Students can prepare for writing efficiently and accurately based on the current content about ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''.

ENG.PREP.14.W2.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''.

ENG.PREP.14.W3.

Students can construct new written content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' based on their understanding of the model(s) provided.

ENG.PREP.14.W4.

Students can practise producing written content based on the current theme ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''.

ENG.PREP.14.W5.

Students can engage in the process of writing related to the content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''.

ENG.PREP.14.W6.

Students can reconstruct their writing about the current theme on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' to communicate effectively about it.

ENG.PREP.14.S5.

Students can reconstruct the information about ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' when communicating with others.

ENG.PREP.14.W7.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.14.S6.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.15.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''.

ENG.PREP.15.L2.

Students can bring together the information in the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''.

ENG.PREP.15.L3.

Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''.

ENG.PREP.15.L4.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.15.S1.

Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''.

ENG.PREP.15.S2.

Students can analyse and understand the model content related to ''Life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' to support the production of spoken language.

ENG.PREP.15.W5.

Students can engage in the process of writing related to the content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''.

ENG.PREP.15.P1.

Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' to develop holistic and conscious pronunciation skills after recognising them in context.

ENG.PREP.15.V1.

Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.

Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.

SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill

LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS8. Sustainability Literacy, LS9. Art Literacy

V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V17. Thriftiness, V20. Benevolence

PERFORMANCE ASSIGNMENT: Students will design and write a project about their ideal world tour. In this project, they will focus on different capitals of countries, famous landmarks, and cultural differences in various cities. They will describe their ideal travel experiences, including the roles and activities of people in these cities. Students will write scripts for the characters representing different countries, landmarks, and local traditions. These characters will act out various scenarios and interactions to showcase cultural diversity and famous attractions. The assignment will be evaluated using rubrics. PERFORMANCE ASSIGNMENT: Students will design and present a project that explores the challenges and solutions related to natural resources, wildlife, and environmental protection. They will research the importance of conserving natural resources and animal habitats, analyse the effects of human activity on nature, and propose actionable steps for a more sustainable future. As part of the project, students will write reports, create visual aids (such as posters or presentations), and role-play as conservationists, scientists, or environmental activists. They will simulate scenarios like addressing climate change, protecting endangered species, or raising awareness about sustainable practices. The assignment will be evaluated using rubrics.

→ Engelliler Haftası, Vakıflar Haftası