Dates When It Occurred: 03.01.2021- 4.19.2021

Teacher and School: Gülümser Şentürk Akkoyun– Meram Şehit Pilot Ayfer Gök Middle School – Konya / Turkey

Student Age: 13 -14 years

Number Of Students: 16

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Teaching Method:

Formal Teacher Lecture, Analogy, Demonstration Method, Lecture, Discussion, Question and Answer, Problem / Problem-Solving, brainstorming.

Teaching Qualifications:

Productive, Respectful to Self Values, Rational, Questioning, Creative, Complying with Ethical Rules, Sensitivity to the Environment, Managing Knowledge, Working Independently, Critical Thinking, Working in Teams.

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*Summary

This lesson plan includes STEM, NBS-PBS models. It is an ecological, renewable, nature friendly urban design for sustainable development. Students made original designs and worked collaboratively. Plan purpose; to create ecological life with renewable energy sources for a livable world. It is about transforming energy and building biomimic structures. Coding, we used 3D Tinkercad and Arduino. We followed the Hybrid Education system with web 2 tools for distance education.

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* Learning Scenario (Ls) Was Implemented

 Arrangement was made according to NBS stream 2 in connection with LS (learning scenario).

‘ The earth is not inherited to us from our ancestors, we borrowed it from our children’

Native American Proverb

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*Application Context 

Sustainable Ecosystem Model

Our project is a sustainable ecosystem prototype for a livable world. It is an urban design that is friendly to nature, attaches importance to biodiversity, and increases the use of renewable energy sources.

Timescale and Plan

It is a hybrid teaching plan based on the STEM (Science, Mathematics, Engineering, Technology) model. I practiced both distance and partial face-to-face training in the lesson plan. I taught 6 lessons of 30 minutes in total in distance education with zoom. Face to face, 2 to 3 lesson hours, 60 minutes in total, 200 minutes.

STEM / Daily Life Problem

Problem-based solution generation (PBS) includes a plan that I created based on the STEM model. In this direction, our daily life problem; Accordingly, I determined our daily life problem with the students: “Is it possible to produce nature-based solutions (NBS) for problem-based solution generation (PBS)?” I made my plan according to the STEM model and checked whether it involves daily life problems. I collected the headings for daily life problems. Accordingly, we identified the questions regarding the target gains. We set out to investigate.

Presentation

Our questions are:  

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Research and Development

Web 2.0 Tools

The students first made researches on the subjects and shared the studies on the school padlet page. Then, the students expressed their excitement about our lesson project with the audio recording. Next, they created a template mind map with the Mind map Ar. They learned about the content through questions and answers, discussions and individual comments. In addition to all these, the lesson plan includes awareness, environmental awareness, water management planning, economy, clean energy acquisition and transformation.

21st Century Skills

I used 21st century skills. For example; such as 

Collaboration
Self-control
Creativity
Problem-solving
İnformation literacy
Leadership
Healthy communication
Flexibility
Adaptability
Critical thinking

Resources That Enrich Gains

https://edu.google.com/intl/tr/products/vr-ar/expeditions/
https://youtu.be/Gwipdril_HU

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*Lesson Plan Content And Narrative

Students made researches on gains in zoom lessons. They absorbed the subject with web 2 tools such as i naturalist, mind map AR. –

1st Stage of the Lesson (Remote Zoom- Zoom program)

We first discussed the main goals. Secondly; We shared inventions, studies and examples in Padlet. Thirdly, we arranged the coding stages with Tinkercad. We have done coding studies related to LED lighting, potentiometer operation and sound system. We developed simulations. Thus, we established the scheme of a smart coding system for the enlightenment of the city.  

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Stage 2 of the Lesson: (Partial Face to Face)

At this stage firstly; We examined studies on renewable energy sources. Let me explain where it is used. The students gave their opinions and examples. Later, we organized face-to-face model work on urban problems in a virtual environment. We used the Tinkercad program to transform cities into green ecological spaces and to design. We did both coding and design in the Tinkercad program. We combined the design as a 3D prototype at school with collaborative group work. With coding, we did exercises on the simulation of the Arduino UNO circuit system in Tinkercad. We provided enlightenment with coding in the simulation. We used clean energy by connecting solar panels. Thus, our city was illuminated with a clean and smart system.

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*Learning Outcomes

First, I made a connection between the coding stages and the gains. Second, we brainstormed the relationship between urban problems and smart systems. Third, we lit fewer LEDs by coding. we reached the light level in the desired period. In the fourth stage, we lit fewer levels of LEDs with potentiometers. We sensed the advantage of a small amount of light burning. Briefly we saw the savings In the final, we saved with a system that works with an alternative energy source without lighting too much.

We placed the LED light and potentiometer that we operated with the coding system into the prototype we prepared. In addition, we connected renewable energy wind turbines and solar panels to the prototype. At this stage learned how Arduino UNO .The way it works, digital pin, analog input, 5V, GND outputs…

in the prototype model, we created a circuit current with Arduino UNO, LEDs helped illuminate the city.

Everyone in this country should learn computer programming. Because programming teaches you how to think.

Steve Jobs

We need to learn to code knowledge for every student it is the most important requirement of the 21st century.

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*Teaching Results:

In the prototype model, we made pyramid, polygon expansions, square prism expansions to learn the 3-dimensional perception of the mathematical field of STEM. I guided abstract thinking through spatial shapes. First we made magnificent snowy mountains from geometric pyramids.

Solar Panels

We placed solar panels in the prototype. When sunlight hit the panels, it also charged the li-on batteries. Thanks to the batteries, I created a separate additional energy storage. I powered the circuit system (Arduino) with renewable energy (solar panels). The photovoltaic panels that received sunlight transformed the light and lit the LEDs. I roughly model the use of renewable energy in urban enlightenment.

Sustainability

By coding it with a potentiometer, we reduced the light intensity of the LED and prevented light pollution. Thus, we learned sustainable electricity usage ways. We enlightened our city by generating energy with both solar panels and wind turbines. We used Dc motor, led and propeller for the simulation of wind turbines. When it rotates in the wind, our LED lights up converting the motor motion energy.

Environmental Design

Our multistory house design is a gray-purple apartment-style biomimetic house that stands right in the middle. There are no factories, asphalt, or cars in city design. There are many walking paths, fishing areas and a biomimetic structure that will keep the environmental culture alive and support social areas. (Our preference for a gray tone close to purple in urban buildings that receive the least ultraviolet light and prevent cancer).

Water Management

Thanks to the snowy mountains designed in the shape of a triangular pyramid and the snow accumulated on them, the clean water source is ready. Water passing under the city fills the water tanks.

Ecosystem Landscape and Environmental Management

Natural organic products can be grown in the field next to the city without greenhouse gas emissions. We made landscaping with various green tree species. Only brown walkways and bridges are used for transportation. There are trees in the design to keep the ecosystem alive and these trees are automatically irrigated with running water. It protects living diversity and ensures the continuity of matter cycles.

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All the works are on the buttons below. Click for the virtual exhibition and more.

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Creative Solutions To Urban Problems

As a solution to urban problems; We made a prototype for alternative water management, continuation of ecosystem vitality (variety of plants and trees that increase air quality), traffic congestion, exhaust smoke, reduction of light-noise-environmental pollution. We added seating benches and recycling bins to the design. It is possible to design an environmentally friendly city-neighborhood. Building sustainable areas and developing conservation methods will create maps for future architects and engineers (students).

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Assessment and Feedback
Assessment: