Discovering STEM in Nature by Water

This is an eTwinning project. 19 teachers from 6 different countries are participating in this Learning Scenario. Problem situation and solution path have been produced in accordance with the basic approach. The design test and retest approach has been applied.

Problem case: the cycle as the depletion of water resources and water pollution.

Student age group: 3-6 age group

Five steps have been determined for the solution to the problem:

  1. Defining the Problem
  2. Solution Generation
  3. Activity
  4. Design (edit)
  5. The evaluation determined as.
Project posters


  • Can be solved according to the problem.
  • They are motivated to accomplish a task.
  • Small muscle use makes movements.
  • Improves vocabulary. Through language communication. The STEM corner in the classroom is arranged to draw attention to water resources.
Students engaged in activities

Deepening and Exploring

In this section, various activities were carried out to increase the attention of children on the importance of water resources and water pollution, both with remote live lessons and face-to-face education. Riddle, educational video, book, drama, art activity and experimental applications were made. Why is rain important? What happens if it doesn’t rain? What does drought mean? What can happen if there is a drought? How does it rain? Where and for what purpose can we use rainwater? Can we use it in our house? Can we store it? What can we do to use the rainwater we store?

Cycle of Water 

Afterwards, an art activity named “Cycle of Water” was organized with children. Children were shown photos of glasses, water, taps, people carrying water in Africa and wells and we interpreted them together. Immediately after, children were shown the storybook named “WATER PRINCESS”. They were asked what the storybook might be about. The teacher read the storybook after listening to the children. After the story, the question and answer part was done and the children started a conversation.

The teacher told the following to the children: “Depends on the use of visuals that factory wastes, burnt oils from marine vessels, diesel and tar, pesticides and fertilizers, household dishwashing detergents and garbage are mixed into the water in different ways and cause pollution depending on technological developments. It is said that water can become an important source of disease as a result of biological contamination. In addition, it is said that water resources are no longer sufficient for people because more water is used than necessary“. The teacher said that many plant and animal species have disappeared due to the scarcity and pollution of the water, and even that in some countries people cannot find clean water to drink if we continue to pollute and waste our water, there will be a water shortage in our country one day. The children were asked what we could do to prevent all this and their answers were noted.


In this section, the environmental engineer gave training to all students working on the project on the importance of water and how water pollution will affect the world through an online meeting.


Materials: Pebbles, earth, plastic cups, PET, bottles, straws, water pipes, cheesecloth (thin fabric), paper towel, round cotton, fine sand, thick sand, activated carbon, paper and pencils.

Children were allowed to explore the materials from scratch. In order to prevent the subject from falling apart: what is the problem, what is the purpose, what are our rules? They were asked to explain what they know by asking questions. The teacher stated that there will be some limitations in the design that the children will make.


QUESTION: How can we make dirty water clean?

Purpose: To establish a water purification system that will purify rainwater or dirty water and make it ready for re-use.

Rules: To use masks and protective glasses during the design process. (To prevent sand from entering the eyes and mouth.)


  • No materials other than these materials will be used.
  • It will not go beyond the specified area.
  • Dirty water will be left into the designed assembly. The dirty water will be purified as much as possible.

Evaluation of the design: The designed mechanism will allow it to be used at least five times and will need to provide a visible treatment.

Children, divided into 2 groups, made two separate designs and evaluated the result. They compared which group got cleaner water.

This entry was posted in 2021 by skalkan. Bookmark the permalink.

About skalkan

I'am a kindergarden teacher in 700. Yıl Ortaokulu Pendik Turkiye. I have been working with children more then 12 years. Nature, stem, eTwinning projects are my interests. I apply the stem program with my students.

3 thoughts on “Discovering STEM in Nature by Water

  1. Exciting project. Interesting activities for children. A great way to learn!

  2. Congratulations! It is not only interesting but also educational for students. Good job!

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