Let’s buzz for STEM bees.

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Serap Denizli/Cumhuriyet Primary School

Age Group: 9-11

Participating students: 50

In this application, we sought an answer to the question of how we can protect bees based on climate change, and we integrated nature-based solutions with the body environment. We had our activities done sequentially according to the 5E model.

Because of climate change, flowers bloom untimely, making it difficult for bees to make honey. In our survey with children, they found it appropriate to build a greenhouse based on what has been said before about climate change. Are we teaching students that we will protect flowers, bees and use renewable energy in this greenhouse construction? First, by looking at the map of our region, empty areas were determined and greenhouses were planned to be built in accordance with this area. Flowers that bees love will be planted in these greenhouses.It is aimed to make greenhouses in certain places in and outside the city and to protect these greenhouses from rain and extreme cold in winter and to provide nutrients to bees by protecting them from extreme heat in summer. . It will be thought about heating and cooling using only solar or wind power, without the use of fossil fuels.

1- What is the map?

2- What are fossil fuels?

3- What is a greenhouse? What are the benefits of greenhouses?

4- What is solar energy?

5- What is wind energy?

6- What are the flowers that bees love?

AIM OF THE LESSON:

Realizing that adaptation and adaptation to climate change can be achieved and that they can get rid of climate change in time. We used Nature-based solutions as solutions to the beneficial climate and related challenges arising from nature. We wanted to raise awareness among children that having flower gardens in cities is very important for urban biodiversity.

Offline teaching material :

Paper, cardboard, thin piece of wood with straw adhesive, transparent bag, Styrofoam, cardboard stick, scissors.

CURRICULUM INTEGRATION:

Science: Explains the difference between natural and artificial environment. Understands the importance of natural environment for living things. It produces solutions by conducting research to protect the natural environment. Design an artificial environment.

Mathematics: Draws a square, rectangle, and triangle using a ruler; determines the diagonals of the Square and rectangle.Denotes the faces, vertices, and edges of Cube, square prism, rectangular prism, triangular prism, cylinder, cone, and sphere models. Coating using sugar and modeler.

3. LIFE KNOWLEDGE: Understands the importance of plants and animals in terms of human life.He gives examples from the immediate environment of human influence on natural elements. Takes responsibility to protect nature and the environment.

4. TURKISH: Expresses and discusses its ideas and findings openly and consistently to the professional target audience by using visual, written and verbal communication methods.

5. ENGINEERING: Makes a prototype using appropriate tools, materials and techniques.

6. CHEMISTRY: Knows that CO2 gas is harmful. Be aware of carbon emissions and carbon footprint.Knows the chemical composition of the Earth’s atmosphere.

7. PHYSICS: -Knows the types of energy.

Biology: beware of photosynthesis. He says plants photosynthesize.

TRENDS:

STEM learning, project-based learning, collaborative learning methods were used. The 5E model has been applied. As a discussion method, Buzz (Buzz) Groups were made. He was first recognized in his speech about the problem among themselves. The method of expression and the method of showing and making is used.

21st century skills:

Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration, Productivity and Responsibility

Activities:

We played our game Online.We first met our students online and played our games remotely. And we watched our videos in our plan. Flower honey students are divided into three groups, each group is called flower honey and Bee respectively. No matter what group name the teacher says, that picture is removed. It lights up that doesn’t remove the image.

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Students are asked what bees need to survive? Answers are written in order. It is said that due to climate change, the flowers necessary for bees bloom early, and bees cannot find flowers to buy honey. They talk about what can be done to protect them and adapt to climate change. For this, it is stated that they use bees in winter and summer vegetable growing, fertilization in greenhouses. And in them they are told to sprout a seed. Together, a mechanism is prepared for sprouting beans in cotton.

Fossil fuels are said to be used to protect greenhouses from the cold in winter. Solar panels and wind energy, considered renewable fuels, are mentioned. In addition, the greenhouse effect increases by polluting the air due to CO2 due to fossil fuels. How is the electrical energy we use in homes produced? How can you protect yourself from the cold when you go out? Why build your greenhouse walls? What is insulation? How can you use solar energy to heat? Can we use solar energy? Let’s make a simple solar oven to learn solar energy and temperature. Everyone designs a solar oven. Where Will you use solar energy for the greenhouse?

Can we use the energy of the wind? What is a wind turbine? Students are asked to create ideas by watching videos together. They’re told to make wind roses. Everyone designs the Kandi wind rose and is asked what they will use it for in the greenhouse where they will build the wind turbine?

The flowers that bees love are told. Students are given a certain amount of time to build their greenhouses.

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EVALUATION:

They used at least one renewable energy source to build a greenhouse and make their own prototypes.I have observed that they benefit from solar energy, wind energy and rain water in their greenhouses. The groups were attracted to each other because of their young age. They then produced a report and presented it to their friends online.And we looked at the game on the link.

https://game.think-nature.eu/

All visuals belong to the Author – Attribution CC-BY

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