Embedded Files
'DINO TIME TUNNEL'
Welcome to the Dino Time Tunnel!
Are you ready for a magnificent journey millions of years back in time to the world of our giant friends?
From Istanbul to Spain to italy , to Greece, we are coming together for a massive adventure to help a "Lost Dinosaur" that mysteriously appeared in our classrooms find its way back to its own time.
Our main goal is to use children's imaginations as our guide to help them gain mathematical thinking, basic coding skills, and digital literacy. While we explore the physical characteristics and habitats of dinosaurs, we will also collaborate internationally.
LET’S START THE ADVENTURE! 🐾
Dino Time Tunnel Brief İntroduction
Dino Time Tunnel Brief İntroduction
Our project promotional video
Our project promotional video
Our Project Rules
We created our "Project Rules" page by working collaboratively within the scope of our project.
Curriculum Integration
This project is implemented by integrating into each country's own education system and curriculum achievements.
Purpose:
To enable students to achieve their own curriculum goals and make learning more meaningful through the same project in different countries
Spain | Primary School, 2nd Grade
Curriculum of the Region of Murcia — LOMLOE Framework (First Cycle)
Curricular Justification & Activity Framework
Project: Dino Time Tunnel
According to the curriculum of the Region of Murcia (under the LOMLOE framework for the First Cycle of Primary Education), we connect the activities of this Project with the key Competency Areas: Natural, Social, and Cultural Environment, Mathematics, and Visual and Plastic Arts.
Detailed and Structured Curricular Justification
1. The Time Tunnel
Main Area: Natural, Social, and Cultural Environment.
This activity is perfect for beginning to work on the notion of historical time and evolution, complex concepts that in this cycle are addressed through visual and hands-on experiences.
· Specific Competencies: CE 4: To know and value natural and cultural heritage, identifying changes over time.
· Assessment Criteria (Murcia):
• Chronologically order relevant events, using basic temporal notions (past, present, chronological order).
• Recognize the existence of living beings from the past (fossils and dinosaurs) and how the Earth has changed.
· Basic Knowledge (Block "Societies and Territories"): Historical time and its measurement. Concepts of succession, duration, and simultaneity through the creation of timelines or time tunnels.
2. Design a Dinosaur with Clay and its Habitat
Areas involved: Natural Science and Visual Arts.
Science (what they were like and where they lived) is combined with artistic expression and fine motor skills (modeling).
· Specific Competencies:
• Natural Science (CE 1): Use resources aimed at finding information and understanding the characteristics of living beings.
• Visual Arts Education (CE 1 and 2): Discover and explore the possibilities of two-dimensional and three-dimensional materials to express ideas creatively.
· Assessment Criteria (Murcia):
• Identify the main characteristics of different animals (diet) and adaptations to their habitat.
• Create three-dimensional art pieces using basic techniques (modeling with clay/plasticine).
· Basic Knowledge:
• Environmental Studies: Living beings: characteristics, vital functions, and relationship with their environment (prehistoric habitat).
• Arts: Elements of visual language. Techniques of volume (sculpture and modeling).
3. Mathematical Coding and Arts Activities (STEAM)
Areas involved: Mathematics and Visual Arts Education.
· Specific Competencies:
• Mathematics (CE 6): Communicate and represent mathematical ideas graphically or symbolically.
• Arts (CE 3): Express oneself artistically by integrating basic design tools.
· Assessment Criteria (Murcia):
• Describe and draw simple routes on a plane or grid using spatial concepts (forward, turn, left, right).
• Solve small mathematical problems or challenges by breaking them down into steps (introduction to coding).
· Basic Knowledge:
• Mathematics (Spatial Awareness Block): Location and representation systems. Displacements and turns. Introduction to computational thinking broken down into logical steps.
4. Use of Digital Resources
Cross-curricular area: Digital Competence (integrated into Environmental Studies and Mathematics).
Whether searching for photos, watching a documentary clip, or using an interactive dinosaur app, the Murcia curriculum mandates digital literacy from the first cycle of primary education.
· Specific Competencies:
• Environmental Studies (CE 2): Begin using information technologies safely, with guidance, and critically.
· Assessment Criteria (Murcia):
• Search for digital information from secure sources, previously selected by the teacher, to answer questions about dinosaurs.
· Basic Knowledge:
• Digital learning devices and resources. Guided strategies for searching for information in secure digital environments.
Summary of Key Competencies Achieved in this Project: Dino Time Tunnel
· 1. STEM (Science, Technology, Engineering, and Mathematics) through coding and habitat study.
· 2. Digital Competence (CD) through the guided use of technological resources.
· 3. CCEC (Competence in Cultural Awareness and Expression) thanks to clay modeling and the artistic design of the time tunnel.
Dino Time Tunnel Müfredat Entegrasyonu Okul Öncesi Eğitim:
Öğrenme Çıktıları ve Etkinlikler
Zaman Tüneli Tasarımı; Geçmiş, bugün ve gelecek arasındaki sürekliliği fark eder.
Erdem:Merak ve keşfetme arzusu.
Ülke/Şehir Tanıtımı:Kültürel farklılıkları tanır ve kendini ifade etme becerisi geliştirir.
Değer: Farklılıklara saygı ve aidiyet.
Kil Modelleme: Üç boyutlu nesneler tasarlayarak estetik becerisini geliştirir.
Eylem: Sanatsal üretim süreci.
Yaşam Alanı Tasarımı: Canlıların çevre ile ilişkisini ve habitat gereksinimlerini analiz eder.
Erdem: Doğaya karşı sorumluluk bilinci.
Kodlama Çalışması:Algoritmik düşünme becerisiyle problem çözme süreçlerini yönetir.
Eylem: Bilimsel ve teknolojik okuryazarlık.
Dijital Oyun Çalışması: Dijital okuryazarlık becerilerini kullanarak iş birliği içinde oyun kurar.
Değer: Dijital ortamda iş birliği ve etkileşim.
Bütüncül Müfredat Özeti
Projemiz, okul öncesi eğitimde çocukların bütüncül gelişim hedefleri doğrultusunda;
Bilimsel Okuryazarlık: Kodlama ve habitat tasarımı ile bilimsel düşünme süreçlerini deneyimlerler.
Kültürel Farkındalık: Ülke tanıtımları ve iş birliği çalışmalarıyla evrensel değerleri özümserler.
Sanatsal Üretim: Kil modelleme etkinlikleriyle el-göz koordinasyonu ve yaratıcı ifade becerilerini geliştirirler.
Dijital Yetkinlik: Dijital oyunlar ve etkileşimli içeriklerle teknolojiyi üretken bir araç olarak kullanmayı öğrenirler.
Bu etkinlikler bütünü, çocuğun sadece bilişsel değil, "Erdem-Değer-Eylem" çerçevesinde, kendini ifade edebilen, sorumluluk sahibi ve üretken bir birey olarak gelişmesini merkeze almaktadır.
Curricular Integration
– Italy
Preschool – Istituto Comprensivo Tacchi Venturi, San Severino Marche
This project is fully integrated into the preschool curriculum of the Istituto Comprensivo Tacchi Venturi in San Severino Marche, in line with the Italian National Guidelines for the curriculum. The proposed activities promote holistic, active, and meaningful learning.
Through hands-on experiences, creative activities, and exploration, children develop communication skills and enrich their languag
The Greek Kindergarten Curriculum promotes holistic, cross-thematic learning through language, mathematics, environmental studies, creativity, and ICT. In this project, children develop communication and early literacy skills, apply basic mathematical concepts, explore their environment through inquiry, and express creativity through hands-on activities. Collaboration, problem-solving, and social-emotional skills are strengthened, while guided use of digital tools enhances early digital literacy
Our logo
BANNER
BANNER
These posters will be used to introduce our project to our schools, parents, and the wider community to increase project visibility.
Countries participating in the Project
STUDENTS INTRODUCTIONS
Our lost dinosaur started exploring countries…
Now it's time to meet our students!
Our goal is for our students to introduce themselves and meet their project partners
MELİKE SUNMAN / MAHMUTBEY PRIMARY SCHOOL / İSTANBUL , TÜRKİYE
Fca. Esther Pardo Pérez / CEIP GABRIELA MISTRAL Primary School /Murcia, Spain
This is a video in which some of my students introduce themselves. They are in 2nd grade of Primary Education. They are 7/8 years old.
They say their names, ages, country and likes.
1th Experimental Kindergarten of ALimos, Greece - Maria Tsapara, Leoni Iliopoulou, Christina Bouka
Description
Description
Students of b class of 11th Experimental Kindergarten of Alimos
URL
https://canva.link/1jb6j2kxwp1sgy2
Little dinosaurs from Italy. I. C. Tacchi Venturi San Severino Marche. Kindergarten
Little dinosaurs from Italy.
DALAMAN CUMHURİYET İLKOKULU DİNO SEVER ÖĞRENCİLER
Description
Description
ESRA AKKOYUN DALAMAN CUMHURIYET SCHOOL
DALAMAN DINO LOVERS
OUR PROJECT TEACHERS
Children's use of Technology
Dino-Explorers Time Tunnel Exhibition and Game Zone
"Within the scope of our Time Tunnel project, we have brought together the dinosaur adventures prepared by our partners from different countries in a digital exhibition! In this special digital showcase, you can explore the works prepared by each country, organized in pages represented by their national flags.
SAFE INTERNET USAGE
In our project,
we prioritize the safety of our children while using digital tools.
We treat the internet not only as a source of information and creation but also use it 'responsibly' and 'safely' within the framework of ethical values.
While leaving our footprints in the digital world, we conduct a meticulous process regarding the protection of personal data and adherence to cyber etiquette.
Pages to colour in different languages.
Project activities
Project activities
Welcome to the gateway to our adventure!
In the first week of May, we created a "Time Tunnel" in our classrooms to help our lost dinosaur return home.
The doors are opened!
"Time Tunnel" passages designed by our little students to help the lost dinosaur find its home are now on display in this 3D virtual gallery. Every corner of this museum represents the creativity and collaboration of our partner schools.
Our lost dinosaur continues its journey in different countries and our little journalists are on the scene!
The Dino News Tour is a collaborative video series in which each partner school reports on the dinosaur's arrival in their city.
In these videos, our students will introduce an important symbol of their school or city while hosting our prehistoric guest. This event; It aims to improve children's speaking skills, increase their self-confidence and introduce different cultures to each other.
Dinosaur Modelling & Habitat Design Challenge
In this collaborative activity, our students used their creativity and fine motor skills to create dinosaur models using clay and designed unique habitats for them. After completing the designs, our partner schools explored each other's work with great curiosity and interacted with the creations. Upon seeing our partners' dinosaurs, our students asked engaging questions such as "How big is it?", "Can it fly?", "Can it swim?", which enhanced their curiosity and inquiry skills. This activity successfully integrated art, engineering, language development, and international collaboration!
www.canva.com/design/DAHJrfVhDzI/8C-0E4715X6P-w91Zed7Hw/edit
Dinosaur Habitat Design & Family Participation Activity
In this activity, our students developed their scientific inquiry skills by researching what dinosaurs needed to survive (water, food, shelter, etc.). Next, to foster a strong school-family partnership, we structured the process as a "Family Participation Activity".
Using recycled materials, creative habitats were built. Through a democratic voting process managed by our students, the best habitat was selected, and our clay dinosaur models were placed inside it.
This activity perfectly integrated science, design, collaboration, and family engagement!
Creating a daily routine for the dinosaur: 'CODING ACTIVITY'
Creating a daily routine for the dinosaur: 'CODING ACTIVITY'
As part of our eTwinning project, we designed a collaborative "coding chain" activity. In keeping with the "A Day at Dino" theme, each partner school picks up the adventure where the previous partner left off, continuing both the story and the coding journey.
How It Works:
Continuity: Each school examines the coding map created by the previous partner and continues the adventure from that point.
Algorithmic Thinking: Students analyze obstacles (natural obstacles, dinosaur eggs, etc.) along the route to help Dino reach the goal. They create the correct path using commands such as "go forward", "turn right" and "turn left".
Holistic Assessment: Once all schools have completed their designated sections, Dino's entire day will be combined into one, comprehensive adventure. At the end, we will review the entire route with our students to analyze the distance Dino traveled and the problems he solved throughout the day.
Holistic Assessment: Once all schools have completed their designated sections, Dino's entire day will be combined into one, comprehensive adventure. At the end, we will review the entire route with our students to analyze the distance Dino traveled and the problems he solved throughout the day.
HERE IS THE DAILY ROUTINE OF THE DINOSAUR THAT OUR CHILDREN CREATED THROUGH CODING.
WE TRANSFORMED THE JOURNEY CREATED BY OUR CHILDREN INTO A COMIC BOOK USING ARTIFICIAL INTELLIGENCE AND DISTRIBUTED IT TO THE CHILDREN.
Where did Dino travel?
A Dino Passport?
Activity: Dinosaur Passport & Final Reflections
To commemorate our journey and celebrate our collaboration, we have prepared three final activities.
1. Dinosaur Passport
2. Dinosaur Dictionary:
To enhance our linguistic exploration.
3. Project Reflections (Emoji Page):
We want to capture the spirit of our project.
How did students feel throughout this adventure?
www.canva.com/design/DAHLdrXOl8M/P4EwvKTUGQn9O6T33Zr2YA/edit
eTwinning Day
eTwinning Day
For eTwinning Day, we created a dinosaur painting. We designed a starry night painting using artificial intelligence, and everyone added dinosaur stickers that their students had colored. We displayed these beautiful paintings at our school to celebrate eTwinning Day.
www.canva.com/design/DAHI34LQWd0/fbwHn2IND7HJBRFnzfSSKA/edit
DİNO UNDER THE STARS
SCHOOL BOARDS
SCHOOL BOARDS
THESE ARE THE BOARDS CREATED FOR OUR PROJECT IN OUR SCHOOLS
School web site
WEBINAR EVENTS
Teacher Meeting
In the first meetings, we introduced ourselves and discussed the general plan of the project.
Ideas were shared about the project goals, duration, and planned activities.
Project tasks were also distributed among teachers, and each partner’s responsibilities were defined.
Student Meeting
Students Pre -Test and Final Test
This form is a pre-test prepared to measure children's perspective on the current topic before the project.
docs.google.com/forms/d/e/1FAIpQLScFOCUNIkUiXypz-uvhW3MXKDnay-5VF5I0vfpDoAI_KekTlQ/closedform
Student Final Test
docs.google.com/forms/d/e/1FAIpQLSds8jEq4MOXuctYLMEmS2f7srmg4xBfD6r_ZhJQPBJ9VhgVAw/viewform
Certificates
Certificates of participation (Students)
Certificates of participation (Students)
www.canva.com/design/DAG_pyqVpSQ/nzQwV_1YQhRuXmb0lVjS8w/edit
Students with their Certificates
Project Magazine
Project Magazine
PROJECT RESULTS
THE END
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