FCL is so inspirational for educators because it designed with the aim of gaining 21-century skills with 6 different learning zones. Many schools in Turkey are creating new learning environments. And all of these schools take inspiration from Future Classroom Lab (FCL). We have selected a lesson plan prepared as a FCL scenario from within Scientix Repository in order to give an idea to the schools that prepare new learning environments in our district. The name of the lesson plan is “ Growing plastic & new life for plastic Future Classroom Scenario” and we applied it in a school.
This scenario is part of the BLOOM School Box, which consists of a set of five Future Classroom Scenarios combining bioeconomy into science, technology, engineering and mathematics (STEM) subjects. In this way, we had data on which environments we need for STEM and inquiry-based learning. This lesson plan is prepared for students aged 11-18. There are articles, experiments, worksheets, video links and evaluation questions in the lesson plan.
STEM is an interdisciplinary method and helps the students to gain engineering skills. So that STEM takes the interest of teachers. There are some teachers who work on STEM in Turkey. On the other hand there are a lot of teachers who are curious about STEM. However, I see from my observations that our teachers need sample lesson plans for good STEM examples.
Scientix is a very useful portal to find good materials. For this reason, I have searched for STEM plans which will be suitable for our primary school students within the Scientix repository. Among them, I selected a lesson plan named “What is time”. I asked a primary teacher, who works with 4th grade students, to apply this lesson plan in his class. Of course, this teacher is an enthusiastic and curious teacher to apply new methods. We talked about how the plan should be implemented. This activity is adequately crafted for the teacher. Nonetheless, teachers who decide to apply this kind of lesson plan may find it difficult to use instructions if they don’t have enough knowledge about inquiry-based learning. This lesson plan, which we found in the repository, also includes a worksheet for the student. This was very useful for measuring student gains.
This workshop was held on April 25th at Primary school “Sreten Mladenovic Mika”, Nis, Serbia as a part of join activities within NiSTEaM initiative of Scientix Ambassadors from the city of Nis for taking part in SDW 2019. It is an introduction to coding and computer science by way of making and design, using the revolutionary new micro:bit micro controller board, and Microsoft’s easy and powerful MakeCode block-based coding environment. It is a project-based curriculum with a maker philosophy at its core; the idea is that by making physical objects, students create a context for learning the coding and computer science concepts.
We found that existing curriculum for beginners focused mostly on solving math problems or constructing geometric shapes and that there was a certain type of student that signed up for computer science classes and these students were almost always boys. We wondered whether a different approach to teaching the basics of computer programming would be more engaging and also attract a larger variety of different types of students, both boys and girls.
A teacher asked students to solve a problem using technology. Students said that no one reads texts on school boards so they planned to add some interaction to school boards.
Our students researched the ways to interact with photos and text on school boards. Then they came up with the idea of using augmented reality. They used some tools and chose ROAR tool to implement in this project.
My students determined a problem and solve it using robotic technologies. I presented renewable energy resources to the students. I used a web page https://goo.gl/RmHNp2 and asked students to design a model which will use a windmill or a solar battery to produce energy. Students designed models and presented them in a class. Students thought how they can produce energy.