THE TREE OF WISDOM AND STEM: ‘WIND TURBINE’

With this study, we aim to raise our students’ awareness about global warming from an early age and to be ecologically literate by having information about renewable energy sources due to the greenhouse gas effect. Individuals who are ecologically literate act in their personal lives with the awareness they have about how life processes function, such as clean energy and responsible production.

With this project, project partner teachers will learn to make an interdisciplinary STEM plan in accordance with the curriculum-integrated (gain-oriented) 5E model.

In the lessons, the project teachers will learn how to plan, design products, and apply STEM plans. With STEM studies, students will gain the skills of collaboration, teamwork, inquiry, research, critical thinking, solving daily life problems and analyzing what we call 21st century skills.

The image is the author’s own –(Attribution CC-BY)
Continue reading

“The World is My Habitat” Ecological and Carbon footprint, Covid-19’s Impact on Carbon Footprint

Habitat or habitat, the place where a creature lives and thrives. This place can be a physical region, a special part of the earth, air, soil, or water. Habitat can be as large as an ocean or a meadow, or a decayed tree can be as small as an insect’s gut.
The cause of global warming is the harmful gases people release into the atmosphere. With this study, our aim is to raise awareness by providing a better understanding of the concept of carbon footprint in society.

Technology is developing rapidly, the consumption trend is increasing day by day. It is not possible to directly reduce the carbon footprint to zero as we cannot give up our basic vital activities.
Scientific process steps will be applied in the study. Literature review, research, examination, comparison and decision-making methods will be used. With this study, we measure our carbon footprint, and the annual average amount of carbon a person releases into the atmosphere will be determined. Through the school website, social media and EBA, posts, presentations, videos, short films and paintings will be made to raise awareness of the society.


How to Reduce Carbon Footprint?

  1. Walk
  2. Use a bicycle
  3. Preferance to bulk transport
  4. Travel with More than one person in individual vehicles
  5. Reduce flight rides
  6. Use a hybrid tool
  7. Pay attention to energy efficiency inside the home
  8. Use enough electronic products

With (“The World is My Living Space”), we are participating in the 2021 STEM Discovery Week, (6 countries). We are working with 15 teachers and 105 students.
2021 Stem Discovery Campaign and (“The World is My Habitat”) Project Training.
1-Ecological and Carbon footprint, Covid-19’s Impact on Carbon Footprint
2-Water footprint
3-Recycling
4-Forest footprint grassland footprint agriculture footprint
5-Global warming
6-Renewable energy

With this study, it has been tried to popularize what will be done to reduce the carbon footprint in society. By saving energy we can reduce our carbon footprint by doing and changing some of our habits. In addition, trees absorb carbon dioxide and produce oxygen. The importance of planting trees for society will be explained in order to pay off our debt to nature, albeit a little.

References:
– Artemis refinement blog
– uwww.semplastik.com.tr
– utr.wikipedia.org
– umflow.app

From compost to meta-competence

The event “From compost to meta-competence” took place on February 24, 2021 from 3 pm to 5 pm, by using the online Classroom platform because in our locality the education takes place online.

The activity was carried out by the mathematics teacher Voinea-Axinte Costica in the 10th grade of high school in the online presence of five teachers from the school. Sustainability education is a prerequisite for post-crisis economic competitiveness COVID 19. Composting is a good excuse to motivate the study of STEM disciplines in the context of climate change, disaster risk reduction, biodiversity, poverty reduction, and sustainable consumption.
Competence for sustainability, which will be increasingly in demand in the labor market, such as leadership, will be a meta-competence that includes both multidisciplinary knowledge and all classical transversal competencies. It is obvious that such competence cannot be learned in a course, but it must be trained throughout the education because some of the included competencies can be and it is more effective to be developed from an early age. In my teaching endeavor, I tried to develop environmental protection skills starting from learned notions to biology, geography, chemistry, mathematics, ecology but I took into account the fact that many students are from rural areas and have knowledge related to compost.
The webinar was the first step. In the other online webinars I will use interactive, collaborative, integrative methods, adapted to the age level, multiple intelligences, and different learning styles with the participation of fellow teachers of physics, chemistry, biology, and geography to present students specific notions of disciplines and curricular contents necessary for understanding. phenomena that take place in compost.
The theme of the webinar was one of the main objectives of creating a human resource that can develop a sustainable economy and communities. The approach uses innovative teaching techniques, teaching models such as integrative studies, project-based learning or problems, the main themes of the curriculum can be enriched with current themes of the planet and human life and approached through participatory methods that develop in children and young people the motivation to learning, transversal competences, including innovation, creativity, and independence in thinking necessary for sustainability competence.
Sustainability in education does not mean creating a separate course added to the topics of mathematics, physics, chemistry, biology, but it means including the key themes of sustainable development in everyday teaching and learning. Making compost is a good excuse to motivate the study of climate change, disaster risk reduction, biodiversity, poverty reduction, and sustainable consumption. These webinars motivate and mobilize students and make them change their behavior and act for sustainable development.
My students were happy with the approach taken, they were actively involved, they shared their experience related to the subject of the webinar and they proved the desire to implement the studied notions.

Author: Voinea Axinte Costica

ARE WE ENERGY?

Design of the project

“Are we energy?”

This is the first question we use to introduce our Project.

At Escola Mestre Gibert, teachers believe all knowledge is connected.
Thus, 4th level Primary School teachers have decide to plan an interdisciplinary Renewable Energy Project, where all subjects can be included. The name of the project will be “Human Activity is Energy”.

Critical thinking, cooperation, creativity and communication are our skills

To engage the children, we use inquire based-learning. We build the project while creating challenges that they will solve and answer along with adding achievements.

As a result, teachers create and launch a collaborative project, where students’ experiments prove that energy is everywhere. Consequently, all subjects can contribute to build meaningful and comprehensive energy learning.

In this way, through Arts, Physical Education and Music, children can experiment how to show and to play with their energy.

In subjects such as Science, Technology, English Language and First Language, students build knowledge about energy and its uses. The English Language is the vehicular language to transmit the result of the learning process.

Moreover, a father of a student whose task is related to Clean Energies, will come to deliver a speech as an expert.

The challenge of students’ teamwork is the study of Renewable and Sustainable Energy, doing an internet research. They use the DRIVE platform to organize their work and organize an exposition in class. In this activity, the peers assessment will be very important.

Project evaluation

As we mentioned before, co-evaluation among peers is very important in order to obtain a good assessment. Students have to participate actively in all the learning process and until the end. Children use rubrics to pay attention to peers’ exposition and to express their opinions.

Finally, the children will perform a choreography to conclude the project, playing with multi-colour satin ribbons. For the soundtrack, previously we will record children’s voices singing a song called “Energize”, especially composed for the final show.

The song’s message is about Energy Resources and Earth Planet Health. Children enjoy singing the song and are engaging with its message:

On the last day of the project, students and teachers will gather together for a manifestation with banners, all spread around the playground, shouting messages such as: “save the Planet”, “we must use sustainable energy”, “SOS, planet Earth needs us!!”.

To conclude, we are convinced the project will engage the children, because they will be the protagonists of their learning process.


We are aware of STEM: Every aspect of Covid-19

Author: Seyide EROĞLU

In this study, it is aimed to create awareness about “Covid-19” by taking STEM education into consideration. The students were asked to evaluate “Covid-19” with different aspects. These dimensions are listed below.

1. The effects of Covid-19 in the world and in our country,
2. Covid-19 disease progression, symptoms, source (information),
3. Methods of protection from Covid-19,
4. Ways to stay at home / spend time effectively at home,
5. The importance of science in combating the epidemic.
6. Occupations needed in the “Covid-19 process”:

  • Artificial intelligence machine quality control element
  • Robot welding operator
  • information Technology
  • Technical maintenance for electric cars
  • Language speech therapist
  • Solar system technical staff
  • Digital advertising
  • Database management
  • R&D engineer
  • E-commerce professional
  • Cyber security expert
  • Internet television
  • Software support specialist
  • Robot engineering
  • Three-dimensional graphic animator
  • Mobile developer

Together with the students, the above dimensions were examined in detail. Later, students were asked to design a poster describing any of these dimensions. In this process with students, general features of STEM disciplines – viruses (science); statistical calculations (mathematics); creation of posters with web 2 tools (technology); introducing poster design (engineering); were taken into consideration when creating posters.

Continue reading