ACTIVITY 1

Name of The Teacher: Büşra Soydan-2156909

Name of the activity: Barış Manço Dünya Çocuklarıyla

Type of the activity: Art integrated Math Whole Group Activity

Age group: 36-48 months

Number of the children in class: 14

Achievements and Indicators

Cognitive Development:

Kazanım 2: Nesne/durum/olayla ilgili tahminde bulunur. (Göstergeleri:

Nesne/durum/olayla ilgili tahminini söyler. )

Social and Emotional Development:

Kazanım 8: Farklılıklara saygı gösterir. (Göstergeleri: Kendisinin farklı özellikleri

olduğunu söyler. İnsanların farklı özellikleri olduğunu söyler.)

Kazanım 9: Farklı kültürel özellikleri açıklar. (Göstergeleri: Kendi ülkesinin kültürü

ile diğer kültürlerin benzer ve farklı özelliklerini söyler. )

Motor Development:

Kazanım 4: Küçük kas kullanımı gerektiren hareketleri yapar. (Göstergeleri:

Malzemeleri yapıştırır.)

Materials: Pet bottles, colored balloons, glue, ornamental small ornaments, chickpeas

Word: World sphere

Concept: Contrast: Same-Different-Similar

Learning Process:

The teacher reflects a picture of Barış Manço to the projection before the children
enter the classroom, and opens up any song that he says for the children. This song
can be "Günaydın Çocuklar" by Barış Manço.

https://www.youtube.com/watch?v=eqitvrtt8s8
 When children enter the classroom, Barış Manço is seen. Children listen to his
song. The teacher tells the children that they can dance if they wish. After the song,
the teacher asks the children. "Do you know who sings this song? What do you think
about this picture?" After listening to the children's predictions, the teacher explains
who Barış Manço is. "Barış Manço is an artist who has written many songs for
children and many other countries have also visited. Do you have any idea where
these countries can be? " After the answers of the children, the teacher takes a globe
and invites the children to study the sphere. The teacher gives examples from the
countries where Barış Manço went. Barış Manço have gone to Tanzania. Look, here!
Tanzania on the world map! The teacher shows a photo of Tanzanian children. The
teacher can use the projection for this photo. "Look, the children in this photo are
from Tanzania. What do you see in this photo? What are your similarities with these
children? What are your differences? Is your skin color the same?” The teacher asks
the children to think about the questions above. It allows children to recognize the
similarities and differences to children in photography. S/he talks about this country
with the children and after listening to the children's answers, s/he continues with the
examples of the other countries. “Children, this is India." The teacher shows India at
the globe and shows the photograph of the Indian children to the children in class. The
teacher directs similar questions to the children in the Tanzania example. S/he also
asks why children are colorful and after the answers they receive from children.
"Children in this country is a festival called Holi. In this festival, people paint their
faces and have fun with colorful paints.Do we have any festival like this?" Children
make comparisons between their countries and this country. Finally, the teacher
shows New York on the world map. With similar questions used in the above
countries, it enables the children to perceive this country. "Children, how many
countries did Barış Manço go? What were their similar characteristics? What were
their different characteristics?" The teacher makes a table in the carton which is
divided into two as similarities and differences. Children determine the similarities
and differences of the table in which 3 different countries are written at the bottom
and complete it. After the table, the teacher continues. "As you can see, there are
different people and different cultures in the world. We live in peace, despite these
differences with everyone. Barış Manço says that we can be friends with every living
creature in the world. The teacher distributes painting papers and crayons to children.
Children choose and paint an imaginary friend who lives in different countries.
Children draw and paint as they wish. While painting, teacher can use a song of Barış
Manço as a background. This song can be “Arkadaşım Eşek".

https://www.youtube.com/watch?v=p1lGR0LC_2s

After the paintings, the teacher goes to the evaluation questions.

Pictures that can be used in the activity:

https://tr.depositphotos.com/85734452/stock-photo-children-of-tanzania-africa-01
.html

https://tr.depositphotos.com/112958724/stock-video-cute-european-child-girls-cel
ebrate.html

https://onedio.com/haber/cocuk-yetistirme-konusunda-one-cikan-5-ekol-331499

https://seyyar.co/7-den-77ye-herkesin-abisi-baris-manco/

Assessment

Descriptive Questions:

Who did we meet today?

What did the Barış Manço do for the children?

Sensual Questions:

If you had a friend from different countries, how would you feel??

Do you like Barış manço?

Objective Questions:

What colors did you use for your imaginary friend's skin color?

Daily Life Questions:

Who are your favorite artists except for Barış Manço?

Do you have any friend from other countries?

Parent Involvement (Learning at Home)

The teacher sends a note to the family by mail..

 "Dear Parent,

Today we have studied the world map with children. In this map, we talked about
different countries, different people and cultures living in these countries. It is very
important for children to recognize their environment and world in terms of
respecting differences and accepting differences. It also needs to meet different
cultures to expand their horizons. For this purpose, you should select a city in each
region of the Turkey map, and you compare the features of these cities with your
child.. You can talk about local food, and clothing in these cities. Then, you should
want your child to make a picture of the local food your child choose related to the
city and bring it to class. We will create an album which includes these foods and also
we will share them with other friends.

Thanks for your participation.”

Adaptation

Activity for gifted children can be organized as follows. Since the child learns
quickly and does not love repetition, the teacher can show the unknown countries on
the world map and increase the number of countries for this child. The child is very
fast and successful in the activities of analysis and evaluation. Different questions
about countries should be used to prevent the child from being overwhelmed. For
example: "If there was a single country in the world, what would change? Why each
country's culture and lifestyles are different? What changes does different people
have?" The child feels the need to manage the class instead of answering the
questions that teacher determines them. So, class management can be left to this child
from time to time. For example, the teacher may allow some of the questions about
the world map to ask the child to the classroom.