Working on the Nature-based Solutions learning scenario means I am committed to integrating global and local sustainable development issues into my work with my students. I think that by adding sustainable development, Global Citizenship and 21st Century Skills to my classroom and activities, I have increased the awareness of the new generation.
Water is life learning scenario
Access to safe drinking and drinking water for all people and our children around the world is not a luxury but a basic necessity. Water demand is increasing due to global warming, industrialization and agricultural use. This situation consumes clean drinking water resources. Efficient use of existing resources and water management can correct this situation.
Sustainable water use is the use of water in an environmentally friendly way without wasting. What needs to be done is to reduce water consumption rates, determine methods for the efficiency and reuse of water, and develop and implement water-saving models for sustainable water management.
In this context, sustainable water management will be successfully grounded with the training to be given in early childhood. Saving water is of great importance for the future of our children and for our world.
Water is life Learning Scenario Program
|15.03.2021||First day: Brainstorming and discussion presentation, Natural Sciences and Mathematics (session 1) lessons to raise awareness among students and Values Education activities embedded in these lessons.|
|16.03.2021||The second day: A trip to Konya Science Center will be organized in order to apply the learned knowledge. Water cycle, workshop works,|
|17.03.2021||The third day: Mathematics (2nd session) lessons and the values Education activities embedded in these lessons will be covered. In addition, it is aimed for the students to reinforce their knowledge about the subject with Painting lessons.|
Subject: STEM subjects: 1. Natural science 2. Maths Non – STEM subjects:1.Values education2.Art
Topic: Water management
Age of students: 5-6
STEM Subject 1 Natural science – 60 minutes (Two sessions.)
STEM Subject 2 Maths – 60 min (Two sessions.)
Non- STEM subjects:Art- 60 minutes (Two sessions.)
Non – STEM subjects: Values education – (Interdisciplinary transition).
NBS resources used
Integration into the curriculum
Learning scenario subject in your national curriculum; It is compatible with the curriculum for the development of students’ skills in self-care skills, cognitive skills, psycho-motor skills and language skills. In addition, this issue we deal with within the scope of sustainable development has been determined as a state policy. It has been included in our curriculum by our Ministry of National Education. Our local governments also support our schools and curriculum with their projects.
Aim of the lesson
• To raise awareness of threats to our environment .
• To develop environmentally-friendly behaviour.
• To develop skills and habits that help keep the world beautiful and clean.
• To raise awareness about the correct use of world resources.
• To learn through the creative processes of designing, creating, questioning and discovering
• To improve communication skills and collaborative learning
• How can we help planet Earth, the future of our environment.
• To understand the importance of water saving.
Project-Based Learning: students get fact-based tasks, problems to solve and they work in groups. This kind of learning usually transcends traditional subjects.
21st century skills
This lesson plan will develop the following skills defined as 21st-century skills among students:
Learning skills: Critical thinking, Problem-solving.
Technology skills: Information literacy.
Life and career skills: Enterprise, Social skills, Creativity, Communication, Cooperation, Productivity and accountability, Responsibility.
STEM Topic 1
Natural sciences: Brainstorming and discussion Teachers present the topic of the learning scenario. What should be done to increase environmental awareness? Why is water important to humans? How can we use water resources efficiently? They start their brainstorming with such questions. What should we do to protect our world and our future? The teacher guides the discussion and preparation for the next lesson on the conservation and efficient use of water resources for sustainable development. How should a livable environment be? What are your predictions about the future of our environment? How do we pollute our planet? How can we improve air quality? How can we create a green world? How do we save water? Your suggestions for a more livable world?
Students and their teachers start a discussion according to the following problem/question:
Students take two glasses. They put drinking water in one glass and saltwater in another (enough salt to change the taste of the water). Then they are asked to taste the water in the glass.
Teachers discuss the following topics with students:
- What is the difference between drinking water and saltwater?
- What would we experience if the water was more polluted?
- Why is water important to humans?
- What should we do to protect the water present in our world?
- What should we do to keep our world and our environment clean?
Students watch the video ‘EMIRAY WATER RESIDENCE’
After watching the videos, students receive a self-assessment.
Students are asked to take a piece of paper. What would a world without environmental pollution be like? They choose one of their subjects. They are asked to create a poster using the collage method using recycled materials.
Non-STEM subjects: 1.Values education
The importance of saving water is discussed. Water is not a luxury, it is our basic need. The topic is being discussed.
A virtual exhibition is created from the photos of the posters prepared by the students.
STEM Topic 2
Mathematics Students buy four bottles. These bottles are marked towards more than less. Children put water in the bottles according to the levels of the lines on the bottles with the help of a funnel. In the reduction of water availability in our world, the connection is made with less and less notion that is the subject of inter-entity relationships. The teacher starts a discussion. Students’ opinions are taken.
Students watch the video ‘Less Concept’
Teachers and students discuss the problem of decreasing water availability worldwide. What would excessive consumption, unconscious consumption, a world without water look like? What should we do? How can we create a green world?
I asked my students what they could do in a city in Greentown where he was Mayor. I introduced the game to them. Learning with games is very enjoyable.
Non-STEM subjects: 1.Values education
What kinds of ethical values can we develop to keep our environment and world clean? The question has been discussed.
Art: Students are shown a documentary about the increase in water scarcity in our world.
Part of the video is shown to students.
• The teacher and students discuss the question of how great and imminent the danger is.
• Students are asked to draw a picture.
• How do we live when the world is dehydrated?
• After the pictures are drawn, students are asked to describe the pictures they have done.
Since we are living in the pandemic period, the photos of all the works done by the students are collected using WhatsApp with the support of the parents. (Poster and Picture). A virtual exhibition room is created using the Artsteps program. An invitation is created for our virtual exhibition with Canva and its link is shared on social media.
Non-STEM subjects: 1.Values education
The teacher says a few proverbs. It starts a discussion about the importance of water using our proverbs.
The evaluation will be based on observations, discussions, presentations, and results gathered about the products. Early childhood students. They will keep track of their water bills with the help of their families. Students are asked to compare whether the bills were more or less than in previous months. Families will be asked to observe student behaviour. A parent survey is run using (Google Forms, Kahoot).
Teacher feedback. This teaching method will be productive for students. Our students meet with interdisciplinary thoughts. With successful collaboration, they discover new learning styles. Students use and develop interdisciplinary thinking while enhancing their STEM knowledge. Teachers can open horizons to their students by using teaching methods effectively. Integrated STEM learning scenarios that support systematic problem solving and the development of critical analysis skills help students. It encourages teachers to practice.
Since students are young, parents support students at all stages. They contribute to the practice of LS. Students’ participation in STEM subjects.
The desired results will be achieved with the possibility of application in the future.
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