This document describes collaborative activities between various schools involving topics like energy, robotics, folk art, and history. It discusses projects where students made kites, boats, vehicles, sundials, and kitchen utensil displays. It also describes coding activities using Scratch Jr and Lego WeDo and programming robots to detect obstacles. Various schools shared videos of their projects online and experiments involving magnets and wind power.

1. padlet.com/ychristod/etwinning-project-young-inventors-energy-and-robotics-5ugdf1l75qxx
eTwinning Project:"Young Inventors" energy and robotics
PARTNER SCHOOLS COLLABORATIVE ACTIVITIES
IPERMAHIA AUG 19, 2017 08:01AM UTC
The 12th Primary School of Drama, flying the kites
The 12th Primary School of Drama, flying the kites
collaborative activity with the 17th Kindergarten of Drama
The 12th Primary School of Drama, flying the kites

2. collaborative activity with the 17th Kindergarten of Drama
The 12th Primary School of Drama, Greece
The 12th Primary School of Drama

3. The 12th Primary School of Drama
making vehicles collaborative activity with the `17th Kindergarten of Drama
The 12th Primary School of Drama
making boats

4. The 12th Primary School of Drama Greece The 12th Primary School of Drama
making boats

5. The 12th Primary School of Drama The 8th Kindergarten School of Trikala, Greece
We made our Folklore "Museum" in our school with old objects children brought to school.

7. The 8th Kindergarten School of Trikala, Greece
It was founded in 1991 and operates at 6 Garibaldi Street. It opened after the renovation and will be the place of
folklore for the Municipality of Trikala, with objects of everyday use, folk art, costumes, tools of traditional
professions from the late 18th century to the middle of the 20th century, photographs and printed matter of the
same period. The museum, in collaboration with the Association of Friends of the Folklore Museum, organizes
events and revivals of traditional customs (Δημοτικό Λαογραφικό Μουσείο | Δήμος Τρικκαίων (trikalacity.gr)
Tuba SOYYİĞİT/TEV Abdullah Nezahat Erboz Primary School/ Istanbul-
TURKEY
Today's kitchen utensils
Tuba SOYYİĞİT/TEV Abdullah Nezahat Erboz Primary School/ Istanbul-
TURKEY
Plate, bowl, Üskü, bowl, glass, bed, badye, kuze (water jug), pitcher, basin, censer, gulabdan, yekmürdi, flask, jar,
pitcher, cup, saucer, footed bowl, anberdan, breast (salt holder) , iftar plate, tea ewer, kumkuma, zemzemiye,
dessert plate, fruit, soup bowl, tabe, (pan), yayuk, tablespoon, Hoşab bowl, sherbet bowl, Hoşab Üskure, sherbet
cup are among the kitchen utensils mentioned in the records. . It is stated that the second important group in the
palace kitchens is copper and tombak ware. Cauldrons, forged round type halva pots, pots with lids, pans with lids
in different sizes, pans, oven shovels and tongs, pitchers and basins, large trays, trays, coffee sets (coffee style and
pitchers, coffee roasting pans, cup envelopes, mills), bowls, jugs (for sahlep, ashura, milk, water), mortars and
scales, ladles and colanders.

9. Tuba SOYYİĞİT/TEV Abdullah Nezahat Erboz Primary School/ Istanbul-
TURKEY
Used kitchen tools and utensils
The 12th primary school of Drama, Greece
εργα λαικης τεχτης
ODP document
PADLET DRIVE
Tuba SOYYİĞİT/TEV Abdullah Nezahat Erboz Primary School/ Istanbul-
TURKEY
We made our kaleidoscope

10. Tuba SOYYİĞİT/TEV Abdullah Nezahat Erboz Primary School/ Istanbul-
TURKEY
The inside of the binoculars is painted black or a dark color. Inside, there are three mirrors adjacent to each other
with an inclination of 60 degrees between them. Among the mirrors are materials such as pieces of colored glass,
feathers, sequins, and fine beads. When viewed from one end of this binocular, shape-shifting polygons are seen,
often with images that will never be the same again. In popular culture, the use of technology as a "blur effect",
which is used as a camera trick on television, is also common. The image is dramatized into slightly blurred and
polygonal shapes. To make kaleidoscopes, three rectangular mirrors with a side length of 1/3, a thin, transparent
piece of paper or nylon (a piece of transparent file), adhesive tape, scissors, cardboard, pencils, and lots of colored
paper divided into small particles, beads, glass fracture or similar materials are required. The mirrors are joined
together to form a triangular prism with their glazed surfaces facing outwards from their long sides and attached
with tape. First, a triangular prism is made from cardboard and a suitable triangular piece is cut. The cut piece is
glued to the upper side of the prism. A hole is made in the middle of this triangle with a pencil. Colored materials
are placed between the transparent paper and nylon before closing the other edge. The underside of the prism
should also be closed, with transparent paper or a piece of transparent file or any material that may look like
frosted glass. You can now see the patterns formed by looking towards the light through the hole at the top.
Tuba SOYYİĞİT/TEV Abdullah Nezahat Erboz Primary School/ Istanbul-
TURKEY
We made our sundials

11. Tuba SOYYİĞİT/TEV Abdullah Nezahat Erboz Primary School/ Istanbul-
TURKEY
A sundial is an instrument for measuring time relative to the position of the Sun. The Egyptians made the first
known sundial. In horizontal sundial designs, which are generally encountered, the shadow of a vertically placed
bar falls on the dial that shows the time of day on a horizontally placed surface. As the sun moves across the sky,
the shadow of the tip of the stick on the clock moves to coincide with the different clock lines. In these designs,
the rod must be aligned with the Earth's axis of rotation. Therefore, for this type of sundial to show the correct
time, the bar must point to geographic north, not magnetic north. In addition, the angle that the bar will make
with the horizontal plane must be equal to the geographical latitude where the clock is located. However, sundials
that do not have these two features and operate within the framework of different principles can also be
designed. These clocks can be made by placing a stick in the middle of a circle and with the help of a compass (it
should point north everywhere) and marking the place where the shadow falls every hour. But factors such as
cloudy days and nights will make this watch type useless.
The 8th Kindergarten School of Trikala, Greece
We played games with this magnetic panel and these materials, which have a magnet from the underside.

12. The 8th Kindergarten School of Trikala, Greece
We played iron shaving "fishing" games. The winner was the one who "fished" with his magnet the most iron
shavings each time.
The 8th Kindergarten School of Trikala, Greece
We threw iron shavings into a bottle full of water and watched what was happening, when a magnet was near
them. We came to the conclusion that the magnet retains its properties in the water.

14. The 8th Kindergarten School of Trikala, Greece
We experimented with various magnets.
The 8th Kindergarten School of Trikala, Greece
We magnetized some pins.
The 8th Kindergarten School of Trikala, Greece
We searched through the classroom to find objects magnetized by our magnets.

15. The 8th Kindergarten School of Trikala, Greece
We were divided into two groups and made constructions with these magnetic toys.
The 8th Kindergarten School of Trikala, Greece
We were divided into two groups and made constructions with these magnetic toys.

16. The 8th Kindergarten School of Trikala, Greece
We noticed that these toys got "stuck" on that board. We discussed about that and we came to the conclusion that
they magnetized.

17. The 8th Kindergarten School of Trikala, Greece
We made our windmills and watched them moving from the wind in our schoolyard!
The 8th Kindergarten School of Trikala, Greece
We made our windmills on a cardboard.

18. The 8th Kindergarten School of Trikala, Greece
We turned on the fan and noticed that the air coming out was indeed moving the boat.
The 8th Kindergarten School of Trikala, Greece
We blew the boat and noticed that it was indeed moving.

19. The 8th Kindergarten School of Trikala, Greece
We watched on the Internet about ancient ships with sails.
The 8th Kindergarten School of Trikala, Greece
We watched on the Internet about wind turbines.
The 8th Kindergarten School of Trikala, Greece
We worked on Wind Energy, watching several videos on Internet. Then we made and flyed our kites.

21. this is a tradisional folk art

22. Tuba SOYYİĞİT/TEV Abdullah Nezahat Erboz Primary School/ Istanbul-
TURKEY
We played coding with Scratch Jr.
Scratch Jr ile kodlayarak oyun oynadık
by Tuba Soyyiğit
YOUTUBE
Tuba SOYYİĞİT/TEV Abdullah Nezahat Erboz Primary School/ Istanbul-
TURKEY
We played coding with Scratch Jr.

24. Lego WeDo 2.0
We needed a sensor to detect the object that acts as an obstacle.
Lego WeDo 2.0
We programmed our same robot to stop as soon as it encounters an obstacle.

25. Lego WeDo 2.0
We observe the "reactions" of the robot.
329450990_5886497424731261_5635416752489947267_n
0:11 video
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Lego WeDo 2.0
In our last robot we added sound, light and images.
329424289_6603592266324542_5764019946720342898_n
0:05 video
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Lego WeDo 2.0
Our robot is called Milo.

26. Lego WeDo 2.0
We cooperated and with the appropriate commands our robot moves.
Lego WeDo 2.0
For the first time we added wheels to our robot.

27. Lego WeDo 2.0
We carefully followed the instructions and started again.
Lego WeDo 2.0
A true spy.

29. Lego WeDo 2.0
We set the alarm sound and light.

30. Lego WeDo 2.0
We gave him human form.
Lego WeDo 2.0

31. This time we built a spy robot that acts as an alarm when it detects movement.

32. Lego WeDo 2.0
Our fan runs according to the commands we programmed.

33. Lego WeDo 2.0
Just before we complete our mission.
Lego WeDo 2.0
We work as a team.
Lego WeDo 2.0
We follow the instructions step by step.

34. Lego WeDo 2.0
Using robotics we built and programmed a fan.
King Abdullah II School for Excellence/Aqaba/ Jordan
Student Wesam made a robot (car) and controlled it using sensor

35. robot car
by Huda Alhwaiti
YOUTUBE
The 8th Kindergarten School of Trikala, Greece
Each time we got stuck behind the bee-bot an animal's house and the child had to lead it to the animal that lives
in that house.
The 8th Kindergarten School of Trikala, Greece
Executing more complex commands with the bee-bot.

36. The 8th Kindergarten School of Trikala, Greece
Bee-bot and some shops in the town.
The 8th Kindergarten School of Trikala, Greece
Bee-bot and geometric shapes.

37. Tuba SOYYİĞİT/TEV Abdullah Nezahat Erboz Primary School/ Istanbul-
TURKEY
Egemen's future rocket plane
Tuba SOYYİĞİT/TEV Abdullah Nezahat Erboz Primary School/ Istanbul-
TURKEY
Haydarpasa train station old version
Train Station of Drama

38. Άτιτλο 1
ODP document
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