Stem NBS Competition challenge
We see that water resources are not used properly in Turkey and many countries of the world. At the same time, many countries, especially in Southern Europe, face water shortage during the warm summer months and green areas experience irrigation problems. Recovering degraded ecosystems can also benefit from water recovery. Through this course, students will learn about nature-based solutions (NBS) in general and NBS for wastewater treatment in particular. They see that not only will they remove pollutants from rainwater, but also numerous side benefits. Through the project-based learning (PBL) approach, students will prototype storage areas for stormwater harvesting.
Efficient use of rain water, revitalization of vegetation, water management, nature-based solutions, ecosystem, sustainability.
Introduction (leave this section as it is)
“Nature-based solutions (NBS) are solutions that are inspired and supported by nature, which are cost-effective, simultaneously provide environmental, social and economic benefits and help build resilience. Such solutions bring more, and more diverse, nature and natural features and processes into cities, landscapes, and seascapes, through locally adapted, resource-efficient and systemic interventions. Nature-based solutions must therefore benefit biodiversity and support the delivery of a range of ecosystem services.” https://ec.europa.eu/info/research-and-innovation/research-area/environment/nature-based-solutions_en
To use this Learning Scenario more effectively, teachers are encouraged to:
- list of recent EU publications on Nature-Based solutions
- Nature-based solutions: Transforming cities, enhancing well-being (also available as a PDF)
- Ask Oppla” service to request help in case of any technical/scientific question on NBS.
|Table of summary|
|Subject||Maths ; Science; Engineering; Scratch and Coding; Technology and Design, ICT|
|Topic||In my learning scenario, I discussed the following issues:|
1. Understanding NBS
2. Climate reduction and adaptation
3. Water management
4. Disaster Risk Reduction
5. Green spaces and urban transformation
|Age of students||10-11|
60 minutes (research how to harvest rainwater; find / prepare material for prototype)
|Teaching time||Online (zoom and Google Meets): 120 minutes (4 lessons of 30 minutes each) (Due to the covid epidemic, we could only provide distance education)|
|Online teaching material||We examine Europeana resources with our students (Take Aim at Climate Change (LS-TR-239 ) https://teachwitheuropeana.eun.org/learning-scenarios/take-aim-at-climate-change-ls-tr-239/ How to harvest rainwater video: https://youtu.be/crRaLMVmMQQ https://youtu.be/sPE9Zs7dyGc Eco-Friendly Wastewater Treatment System https://youtu.be/D6OCAx88Llg|
Rainwater storage Rainwater harvesting Garden irrigation from rainwater https://youtu.be/pXaXjzbccPo Platforms and tools: questionpro ,answergarden, Padlet, Canva, etc.
|Offline teaching material||Model carton: 20 TL Water pipes in various sizes: 5 TL Craft paper: 1 TL TOTAL: 26 TL|
|NBS resources used||Adlershof Berlin – Decentralized Stormwater Management, Building Greening and Combination of Cooling and Ventilation Elements: https://oppla.eu/casestudy/19560 Bézannes Joint Development Zone (Reed Bed Park), Storm-water Management Solution: https://oppla.eu/casestudy/19517 Adaptation of the City of Bratislava to Climate Change: https://oppla.eu/casestudy/19033 Paris Oasis School Gardens program: https://oppla.eu/casestudy/18474 Nature-based solutions report for the published climate emergency report: https://oppla.eu/report-nature-based-solutions-climate-emergency-report-published|
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Integration into the curriculum
Mathematical competence, developing and applying mathematical thinking style to solve a series of problems encountered in daily life. Emphasis is placed on processes, activities and knowledge built on a solid numeracy skill. Mathematical competence includes the ability and willingness to use mathematical modes of thinking (logical and spatial thinking) and presenting (formulas, models, constructs, graphs and tables) to varying degrees.
Aim of the lesson
First of all, I want my students to become entrepreneurs by taking the initiative and to care about nature in their actions in this process. In the process of transforming their thoughts into action; I expect them to maximize their ability to plan and manage projects to achieve goals, as well as creativity, innovation and risk taking. With this project, we want everyone not only at home and at school, but also for the society to support and be aware of nature-based analysis.
I want the society to create ideas to support them by raising awareness of ethical values.
Outcome of the lesson
At the end of the lesson, my students will learn how to harvest rainwater and use it correctly for nature.
Project-based learning method Invention method, trial and error method, brainstorming method, question-answer method and learning by doing method were used collaborative learning.
21st century skills
I aimed to develop the following 21st century skills
-Creativity and Renewal
• To show originality and creativity in business life
• Developing, implementing and communicating new ideas that will benefit others
• Being open and compatible with new and different perspectives
• I provide concrete and useful assistance with my creative ideas in areas where innovation develops.
-Critical Thinking and Problem Solving
• Reasoning correctly towards understanding
• Making complex choices and decisions
• Understanding inter-system relationships
• Identifying and asking questions to clarify different perspectives and to produce more effective solutions
Limiting, analyzing and combining information to solve problems and answer questions.
-Entrepreneurship and Self-Orientation
• Observe your own understanding and learning needs
• Exploring and expanding their own learning boundaries and opportunities by going beyond the boundaries of basic skills and / or curriculum to specialize
• To attempt to raise their skills to a professional level
• Defining, prioritizing and completing tasks without the supervision of others
• To use time effectively and manage the workload
• Behave decisively that learning is a lifelong process
-Learning to learn:
It is the ability of the individual to pursue and insist on learning in order to be able to organize his / her learning action individually or as a group, including effective time and knowledge management. This competence includes the individual’s awareness of learning needs and processes by recognizing existing opportunities and the ability to cope with difficulties for a successful learning action. It means acquiring, processing and adapting new knowledge and skills as well as seeking and utilizing guidance support. Learning to learn mobilizes learners to rely on previous learning and life experiences to use and apply knowledge and skills in a variety of contexts such as home, workplace, education and training environment.
-Social and civic competencies:
These competencies include personal, interpersonal and intercultural competencies; It will enable individuals to participate effectively and constructively in differentiating society and working life; It covers all forms of behavior that enable it to be equipped with features to resolve conflicts when necessary. Citizenship competence equips individuals to fully participate in civic life based on knowledge of social and political concepts and structures, and a commitment to democratic and active participation.
-Taking initiative and entrepreneurship:
Refers to the ability of the individual to turn his thoughts into action. It includes creativity, innovation and taking risks, as well as the ability to plan and manage projects to achieve goals. This competence supports everyone not only at home and in the community, but also in business life so that they can be aware of the context and conditions of their work and seize job opportunities; It also provides a basis for the more specific knowledge and skills needed by people who engage in or contribute to social and commercial activities. It includes awareness of ethical values and supporting good governance.
-Cultural awareness and expression:
It is an appreciation of the importance of creative expression of views, experiences and feelings using a variety of mass media, including music, performing arts, literature and visual arts.
Describe here in detail all the activities during the lesson and the time they require. Remember, that your learning scenario needs to relate to nature-based solutions. If you are using any external documents, please scroll to the end of the document and add them to the Annex. Add more rows to the table if needed.
|Name of activity||Procedure||Time|
ATTENTION ATTENTION / AWARENESS OF INTEREST (ENGAGE)
First of all, whether they have information about the subject or not is determined by the guestionpro survey study. Why Harvest Rainwater?
The video is watched. https://youtu.be/Nv16wYXqowQ
|DISCOVER (EXPLORE)||The video is watched. https://youtu.be/MYTNciCplmw How To Build A Rainwater Collection System https://youtu.be/sBB9oqiVQw0 How to Build a 550 Gallon Rainwater Harvesting System||30 minutes|
|By investigating the importance of water for all living things, it has been determined that the use of water has increased enormously with each passing century and it has been observed that our country is also faced with the same problem. It has been determined that our water resources should be consumed very carefully in order to prevent our world from entering into a serious water crisis. For this purpose, a house where rain water can be used again and most efficiently was designed. Drawing was made and model design was made. The model was made. Water channels and tanks were added to the model. For the irrigation method to be used in the garden, various pipe arrangements, an intelligent control mechanism that will deliver water to the plants when necessary, and a water pump that will send the water to where it is needed were considered. A wind turbine was added as an energy provider for these materials. Stormwater Management• Rainwater harvesting systems, in many countries of the world todayAlthough it is implemented, it is in the category of countries with water shortage .In our country, developments on this subject are still sufficient.cannot be said.• In our traditional buildings, rainfall waters are collected in appropriate seasons ,common use of solutions such as when neededIt is known to have been implemented.• There are definitely water wells around historical buildings.• Collection of rainwater next to water wells in traditional housesIt is quite common to use cistern for purpose.• The drought problem that the world and our country have frequently faced in recent yearsThese traditional practices in our buildings are on the agenda again.makes it inevitable that||30 minutes|
Our students do puzzle work on the subject: https://www.jigsawplanet.com/?rc=play&pid=1fde79e53b8e https://www.jigsawplanet.com/?rc=play&pid=3029874504a3 https://www.jigsawplanet.com/?rc=play&pid=3a57586ac436
|METHODS USED||Rain water is collected in a tank with parallel pipes on the roof. Rain water passing through the filter system; It is made suitable for use and distributed to the house with water installation. Rain water is filtered and collected in a warehouse with canal systems installed in different parts of the garden. In the system operating with wind energy, water will come to the smart control system with the help of a pump and will be discharged to the soil by drip sprinkling method according to the needs of the soil. The drip sprinkler system is a system that allows the water to be distributed into the garden through water pipes installed in the garden. The system is connected to weather stations with smart control mechanisms and measures the humidity and temperature of the soil and meets the water needs of the plants as a result of some calculations. With the sprinkler system, it is aimed not to kill any plants by using 50% less water.||30 minutes|
Three-dimensional design creation
Design a rainwater harvesting collection and utilization scheme as shown below (Annex 2)
Annex 4: NBS Three-dimensional design creation rubric
We use the answer garden web2 tool as a method by which my students can give feedback and discuss the lesson:
Students were provided with a comprehensive interdisciplinary study on the subject. Students receive training in new digital tools, NBS practitioners or scientists working in their field (research through Oppla). They had the opportunity to explore Oppla Collections, reflect on new solutions and learn with the STEAM method. The students’ last activity motivated them by applying their imagination while maintaining their science positions. The groups benefited from the development of working social skills. The follow-up evaluation helped Oppla analyze and understand their multiple levels.
About the NBS project (leave this section as it is)
The NBS MOOC, coordinated by European Schoolnet (EUN), is part of the NBS pilots initiated and funded by the European Commission Directorate-General for Research and Innovation. The LS and MOOC are based on the EC-funded Learning Scenarios developed by EUN (www.eun.org) with the support of PPMI (www.ppmi.lt/en), and organised with the support of VO EUROPE (https://www.vo-group.be/en). The MOOC is also supported by Scientix, funded from the European Union’s H2020 research and innovation programme – project Scientix 4 (Grant Agreement N. 101000063). The content is the sole responsibility of the organiser and it does not represent the opinion of the European Commission (EC), and the EC is not responsible for any use that might be made of information contained.
Find out more about nature-based solutions: https://ec.europa.eu/research/environment/index.cfm?pg=nbs
Annex 1: Example of drawing rainwater harvesting assembly:
Annex 2: Rainwater harvesting mechanism; three dimensional example of poster work
Annex 3: Our students do puzzle work on the subject:
|Design / Creativity||Excellent use of tools/technology. Strong creativity||Good use of tools/technology. Remarkable creativity||Fair use of tools/technology. Sufficient creativity||Poor use of tools/technology. Little creativity||30%|
|Scientific report||Excellent, complete, precise||Good, quite complete, clear||Sufficient even if not complete, quite clear||To be improved, incomplete||25%|
|Engineering / NBS solutions||Excellent understanding of how a constructed wetland works||Advanced understanding of how a constructed wetland works||Good understanding of how a constructed wetland works||Understanding of how a constructed wetland works to be improved||25%|
|Presentation / pitch||Presentation excellent, concise, effective||Very good, concrete, quite effective presentation||Simple, but clear presentation||Presentation to be improved, not completely convincing||20%|
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