Scene 1

LESSONTHEME
Environment’s problems
CLASS

Topic Title
The forest and Woodcutter (Environment’s problems )

STUDENT WINS
In this field, the specified course gains for the relevant course should be written. These gains include those
published by the Ministry of National Education.

1 They will can understand the meaing of the story

3 Can translate the story’s meaning into their own language

5 Can slove the given problem without anyone’s help

8 Can describe photo and objects and etc.

RELATED TO STEM APPROACH IN-COURSE AND OTHER COURSES
The gains in this field should be written in designated subheadings. Technology, engineering and 21st
century gains/skills must be selected according to the event.

Mathematics
Technology
Engineering
ART
21ST CENTURY

They understood
our environmental
problems and can
solve  problems

They sum how
many times
needs growing
the tress or
plants

They can make
projects with
R3 materials .

They can drow
their ideas and
shear it with
his/her friends

1.They can use
web 2.0 tools and
make posters
2Can translate the
story
3Can make project

Scene 2

Our Global problems
and solve the problems

1. ATTENTION-TAKING/ RELATED AWAKENING (ENGAGE)
In accordance with the subject we will be working on in this field, we will make sure that our student's interest in the
subject is awakened by an item such as fairy tales, songs, jokes, photos, etc. Based on the item we will use, we will
question our students' preliminary information and make them think.

The Forest and the Woodcutter  ( Environment’s problems )

Let’s listen the story about The story and the Woodcutter

https://www.youtube.com/watch?v=jAtelBCt8BU

There once was a mighty woodcutter with a huge axe.He cut down whole forests from one end of the land to
the other.The trees grew afraid when his footsteps were heard.No trunk,no matter how big,could withstand
the swing of the woodcutter.But one day,just as he was about to cut down the Queen of Trees,The
woodcutter's axe handle broke.He tried to find an axe-maker who would fix it.But the axe was too big.No one
could mend it.

The woodcutter could not chop trees.And the trees were happy.They grew taller and unafraid...while the

woodcutter grew poorer and poorer,Unable to make his living cutting wood.One day,desperate,the woodcutter
went to the Queen of Trees,and begged her for one branch to mend He promised the great tree that if she let
him have a branch,He would never cut down any trees in her forest.But go elsewhere to work and
chop,Leaving her trees to grow in peace and sunlight.He swore it on his axe head and on his life.The Queen
of Trees,innocent and naive,agreed.So the Queen of Trees gave one of her own branches to the
woodcutter.And he used it to make a handle for his huge axe.And when he was done.When he had mended
his axe,he began to chop down the Queen of Trees! She cried out in pain and loss:"But you made me a
promise! You said you would not!" But the woodcutter only laughed:"l am a woodcutter and you are a
tree.And so he cut down the Queen of Trees,and the whole forest.And no tree lived happily ever after.

Scene 3

Dear students........................................you listened/read/saw;
1.
2.
3.
4.
5.
6.
2.EXPLORE
During thisphase, activities and experiments related to the main discipline are carried out for the students. Design processes
are not entered. The main disciplinary gains are mostly achieved in this area.
1Dear students what did you see in this video?
2What about the main purpose this story?
3 How do you think is it correct to cut the trees?
4How we can help our environment?

3. EXPLAIN
At this stage, the main disciplinary gains are taught by the teacher in accordance with the curriculum. Studentsare
expected to express their gains. They are allowed to do research under teacher supervision. During his research, he
may ask his teacher to use the technology with support. .
https://youtu.be/oZLBGXLrXcc
Let's watch a video about environmental problems .How we can protect our world and which problems have the
earth .How this problems influence to people .Which problems can be slove ?What can we do ? How do you think
how we can leave without wood and what we must do to save our world clean and how we can help our forest.

4.ELABORATE
This is the stage where the main discipline and other disciplines are fully combined. At this stage, engineering design
processes are followed. Students are asked to work with a focus on design and obtain a product.

Scene 4

4.1.SKETCHY DESIGN OR THREE-DIMENSIONAL SIMULATED STATE
In this area, we will ask our student to draw the design he thinks or simulate it with natural elements such as
dough, clay ormud.

4.2.DESIGN TIME
At this stage, we will ask our students to design and control the solution from waste materials in general.
My dear students let’s design our water circle .

4.3  SHARE
At this stage, we will ask our student to share and present his/her product.

HAZARDOUS
PAPER
PLASTIC
ORGANIC
GLASS
E-WASTE METAI
shutterstock.com • 1753315967

Scene 5

I used a drip irrigation system to irrigate the trees. We also used wind energy and rainwater to start the irrigation
system.

5. EVALUATE
At this stage, the engineering design process and skills are evaluated with appropriate techniques.

I will use other methods to help our world .

5.1. EVALUATE YOUR PRODUCT AND THINK BETTER (Self-Assessment)
At this stage, we will ask our student to evaluate his/her product and think about it better by seeing what is
missing.
https://www.youtube.com/watch?v=Oa7ntoCf8yU

PRIMARY SCHOOL 5 E MODEL STEM APPLICATION PLAN