We selected a specific age group, 4th grade, for our virtual educational materials because

we believed it was the best fit for the type of content we had created, which included colorful
and creative infographics and Prezi presentations. We chose the topic of "Food & Drinks"
because we believed it would be most effective when taught with visual and auditory aids within
the chosen age range. It is important to use technology and media in lessons, but it is even more
crucial to use them appropriately and at the right time, which is why we chose this topic.

We had a clear idea of which technology we wanted to incorporate into our lesson. Along
with this, we identified our audience and subject matter. Once our plans were set, it was
relatively straightforward to craft our learning outcomes using the ABCD model. However, the
most challenging aspect was aligning our ideas and materials with appropriate teaching methods.

We considered the hypothetical learning experiences of our students, as we do not know

their backgrounds. We aimed to use simple language and focus on the unit at hand to make it
easy for students to understand. We included activities that would assist them in understanding
more difficult phrases, similar to how our own teachers helped us in our student lives. The unit
we selected, according to the MEB website, focused on listening and reading skills. We designed
activities such as watching an animation video and asking questions to improve listening skills.
Moreover, we designed a writing activity, a speaking activity, and a role-playing activity that
appeals to speaking and writing skills to go beyond the given curriculum.

When planning the lesson, we structured it to span over 3 weeks, with 2 hours per week,
following the guidelines set by MEB. We attempted to separate the activities based on the
subject matter, but also included activities related to the next week's content to ensure a smooth
transition and to keep the bigger picture in mind. The activities and specialized materials we
created are interactive and meaningful and are incorporated into each lesson.

When choosing instructional methods, media, and materials, we prioritized making the
lesson more engaging and entertaining for students, as well as how these materials to aid in
developing the skills outlined and how they effectively transfer the lesson content. The age group
and interests of our target audience were also considered as it was crucial for the design and
scope of the materials. We found that fun facts are still useful tool that appeals to students. We
thought that incorporating them with infographics full of cute details would make for an
engaging educational context for 4th-grade students. We did not adhere to one specific method
when creating these materials, we utilized an eclectic approach that included multiple methods
such as the constructivist method, social constructivist method, and cognitive constructivist
method.

Our process for crafting our objectives included several steps. Initially, we looked at what
was expected of us by the MEB and roughly determined our objectives as we prepared the lesson
plans and materials. However, we only put these objectives into sentences using the ABCD
format of the ASSURE model, near the end of the process. We wanted to make sure our
objectives were precise and that the materials were aligned with them, so we waited until we
finished creating the materials before finalizing the objectives.

To increase student participation, we chose materials based on topics that are engaging
and appropriate for the age group. We included activities that are student-centered and involve
hands-on tasks and production stages. Additionally, we aimed to increase interaction through
pair work activities. We also prepared a backup plan for the end of each lesson in order to be
fully prepared.

We created a Kahoot game that assesses whether the lesson objectives have been met
without causing stress for the students. In other words, this lesson plan is focused on quality
learning, and the Kahoot game is a system for evaluating the teaching style, content, and
ultimately the effectiveness of both the teacher and the students. The Kahoot game only includes
questions about the outcomes and is meant to evaluate the student's understanding of the topic.

Overall, this assignment was a good learning experience for us as prospective teachers,
and we are glad that the unit and resources we produced will benefit the fourth-grade students.
The integration of other themes and the usage of other sorts of tools will make the learning
experience more interesting and dynamic.